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LIBRARY OF CONGRESS. 



®|ap ©opijrigfft ]|tu_ 



UNITED STATES OF AMERICA. 



THE 



Institute Eeader ; 



A MANUAL OF METHODS IN READING, 



CONTAINING 

ANNOTATED SELECTIONS FROM THE NEW GRADED READERS 
AND CATHCART'S LITERARY READER. 



PREPARED FOR THE USE OP 



TEACHERS' INSTITUTES AND NORMAL CLASSES. 



By J. HPER: ** ° 



V 



COP y F- 



No. !( 



?A 



IVISON, BLAKEMAN, TAYLOR & CO., 

NEW YORK AND CHICAGO. 

1879. 






Copyright by 
IVISON, BLAKEMAN, TAYLOR & CO. 

1879. 



Electro typed by Smith & McDougal, 82 Beekman St., N. Y. 



PREFACE. 



rTIHE design of this book is : 

1. To furnish, in a single volume and at small cost, sample selec- 
tions for all grades of Reading usually taught in our Common Schools. 

2. To so annotate these selections as to stimulate and help teachers to 
better methods of instruction. 

3. To assist teachers and pupils in a closer study of our incomparable 
language, and, by directing the work, to help them to realize the grand 
possibilities attainable through properly directed reading and systematic 
cultivation of a correct literary taste. 

There is a growing feeling that reading is not well taught in our 
schools, and that much more attention must be given to methods of 
instruction in this important branch. 

The Kindergarten has aroused the attention of teachers, and created a 
desire to know how to start aright in the primary work. 

The publication and extensive use of " Cathcart's Literary Reader" 
has awakened an equal interest in the study of literature. 

Teachers are earnestly asking how they can prepare themselves to 
meet these new demands, and still keep fresh in mind the best methods 
formerly practiced. 

Elocution, which heretofore has been almost sole occupant of the field, 
can not and should not be left out of view. It must always command 
large attention at the hands of educators. 

The systematic study of Orthoepy, from the reading-books and Dic- 
tionary, claims a place, and a prominent one, in the preparation of 
teachers. 

All these subjects must be considered by Teachers' Institutes and 
Normal Classes. 



PREFACE. 

This Reader, designed to meet these enlarged demands, contains well 
prepared material, 

1. For the best kind of primary work. 

2. For the thorough study of Orthoepy in accordance with the 
standard, Webster. 

3. For superior drill in vocal culture and expressive reading. 

4. For teaching methods of study in literature, to which subject 
increased attention must be given. 

A very suggestive " Outline of Study " is given in connection with the 
work of the Fifth Reader and Literary Reader. 

If this outline is placed in the hands of pupils, and their lessons are 
prepared in accordance with it, their progress will be vastly more safe, 
sure, and rapid, than when groping along without any fixed plan of study. 
The selections have been taken, by permission, from the "New Graded 
Readers " and " Cathcart's Literary Reader." This excellent series of 
books forms a finely graded course in language. It begins with easy 
words and simple thoughts, and, by gradual steps, leads up to the 
grandest ideas and sentiments, which are expressed in the choicest 
language, models of composition in English undefiled. The general 
introduction and critical study of this series would go far to banish what 
one of our State Superintendents styles " the abominable trash now 
usually perused by too many of our scholars and teachers." That this 
book may prove an acceptable aid in teaching a closer study of method 
in reading, is the hope of 

The Author. 



SELECTIONS 



FROM 



THE FIRST READER 



THE INSTITUTE READER. 



LESSON III. 
(pictures, words, letters.) 




^at 
^ a t 



man 
man 



vat 
vat 



a c m n 



4 



THE INSTITUTE READER. 



boy 
bee 



LESSON XXVII. 

take • kill 
was. will 

Did the boy 
take a bee in 
his hand? No; 
it was a fly. 
Did the boy kill the fly ? He 
did not. He let it fly off! 




LESSON XXVIII 

but owl 

An owl. A mole. 
Did the owl see 
the mole? Yes; 
but the mole did 
not see the owl. 
let the mole go ? 



mole 




Will the owl 
No; he will 



kill it. The owl is on a tree. 



THE INSTITUTE READER. 



bear 

tear 

fear 

leads. 

break 

bread 



LESSON XLV. 

; ' * s - 1 n n 




meat 

teeth 

rope 

tame 

sharp 

away' 



Here is a tame bear. The man 
leads him with a rope. 

Will he not break the rope 
and get away from the man'? 

Yon need not fear; this bear 
will not break the rope. 

The man took him when he 
was small, and now he is tame. 

The bear eats bread and meat. 
He can tear the meat with his 
sharp teeth. 



6 



THE INSTITUTE READER. 



LESSON LXIII. 

Maud aunt gay died 
chirp feed gift drink 
dead while glad think 

Maud had a pet bird. 
It was a gift from her aunt. 
How glad she was to feed it 
and give it drink ! 

This gay bird would ehirp and 
sing all the day long. 

But the poor 
bird is dead! 

O, why did it 
die ? I will tell 
you. 

Maud, while at 
play, did not think 
to feed it, or give 
it drink ; and so her pet died. 




^riJZtF^****^ 



THE INSTITUTE READER. 



LESSON LXXIV. 



Sing, sing, happy bird, 
On the top of the tree ; 

For down in the nest 
Your mate you can see. 




O, now look again 

In the nest on the tree ! 
Five little young birds 

You surely can see. 



THE INSTITUTE READER. 



LESSON 8. 

joy jug join judge 




star state stove stone 

^aA/ ^&£y A^n^y ^m^y 
slur slat slim slate 

LESSON 9. 

ship shop shun shall 






this thus then them 







quit quite queen queer 





zinc zone zeal zest 



AA^^y /w^zz/ stteti/ ^yjyy 



/ / f. ./ 




THE INSTITUTE HEADER. 9 

LESSON 11. 



Cmn^^^^J^t^yfy^^U 





/ /^?^^%^i^^ 







u^n* 










'suinzc&fc Atwz/. 



U^U^^ C€/^&7VtZj^ 












^&< 












ir^Uy^ii^ikr^yU^iA^ly^n^- 





NOTES ON SELECTIONS FROM FIEST EEADEE. 



In teaching Lesson III, observe the order of the book — Pictures, 
Words, Letters. After directing the pupil's attention to the picture 
and talking about it, exercise the pupils by the following steps : 

1. Pupils pronounce the word Cat. 

2. Spell it by sound. 

3. Spell it by letter. 

4. Name the letters backward. 

Continue practice as above until each step can be executed readily. 
Teach the other words in this lesson in the same way, as also all 
new words. 

5. Frequently review all the words of the lesson and the letters at the 
bottom of the page. 

Before passing to the next lesson in the First Reader the teacher 
should teach the words J, 0, a, and see. 

6. Combine these words on the blackboard with the words of the 
lesson in easy sentences, thus : 

I see. I see a. I see s. 

I see. I see a vat. O I see v. 

1 see O. I see a cat. 
I see a man, a cat and a vat. 

I see a man, and 0, and V, and a. 

Easy sentences thus formed, bringing out all previous work in daily 
review, will fix firmly in mind the words passed over. 

Repetition is a Condition of Memory. Institute instructors 
should illustrate all these steps by practice with the teachers, until they 
become to them something more than an impression. 

LESSONS XXVII and XXVIII. 

Review first all the steps given for teaching Lesson III, and then add 
the following steps : 

10 



THE INSTITUTE READER. \\ 

7. Pronounce rapidly the words at the head of the lesson by column 
downward and reverse. 

8. Pronounce the same words by line and reverse. 

9. Pronounce rapidly the words in the reading lesson, both forward 
and backward. 

10. Pronounce the same words written in script upon the blackboard. 

11. Spell the words from memory, and also with the open book, as 
pointed out in Steps 2 and 3. 

12. Copy part of the words in script on the slate and blackboard. 

13. Mark the vowels in two lines. 

Let the instructor in charge of the training class illustrate all these 
steps by practice ; not by telling what is to be done, but by doing it. 



LESSON XLV. 

First, practice the thirteen steps already given ; then let the teacher, 

14. Question the pupils minutely as to the meaning of the selection. 
By this it is not meant that teachers should ask such general questions 

as, " What is this lesson about?" or questions not connected with the text ; 
but that the teacher should question closely on the text, thus : 

What is here ? 
Where is a tame bear? 
What kind of bear ? 
Who leads him ? 
With what ? 

Leads what ? Be sure the pupil answers this question with the word 
him, and then ask what does him stand for ? Read the sentence and put 
the word bear in the place of him, and see if the sense is still the same. 

The bear eats what ? 

Can tear what t 

With what ? 

What kind of teeth ? etc. 

15. Combine these words so as to express new thoughts, thus : M This 
tame bear eats no rope. He will not tear the man, nor break his teeth, 
nor get away from him." 

"This bear is tame and his teeth are sharp. A man leads him 
by a rope." 

Teachers will find this re-writing of the lessons a most excellent help 
in giving life, interest, and variety to the reading, and that it greatly 
increases the amount read by the children. 



NOTES ON SELECTIONS FROM FIRST READER. 



In teaching Lesson III, observe the order of the book — Pictures, 
Words, Letters. After directing the pupil's attention to the picture 
and talking about it, exercise the pupils by the following steps : 

1. Pupils pronounce the word Cat. 

2. Spell it by sound. 

3. Spell it by letter. 

4. Name the letters backward. 

Continue practice as above until each step can be executed readily. 
Teach the other words in this lesson in the same way, as also all 
new words. 

5. Frequently review all the words of the lesson and the letters at the 
bottom of the page. 

Before passing to the next lesson in the First Reader the teacher 
should teach the words i", 0, a, and see. 

6. Combine these words on the blackboard with the words of the 
lesson in easy sentences, thus : 

I see. I see a. I see s. 

I see. I see a vat. O I see v. 

1 see 0. I see a cat. 
I see a man, a cat and a vat. 

I see a man, and 0, and V, and a. 

Easy sentences thus formed, bringing out all previous work in daily 
review, will fix firmly in mind the words passed over. 

Repetition is a Condition of Memory. Institute instructors 
should illustrate all these steps by practice with the teachers, until they 
become to them something more than an impression. 

LESSONS XXVII and XXVIII. 

Review first all the steps given for teaching Lesson III, and then add 
the following steps : 

10 



THE INSTITUTE READER. \\ 

7. Pronounce rapidly the words at the head of the lesson by column 
downward and reverse. 

8. Pronounce the same words by line and reverse. 

9. Pronounce rapidly the words in the reading lesson, both forward 
and backward. 

10. Pronounce the same words written in script upon the blackboard. 

11. Spell the words from memory, and also with the open book, as 
pointed out in Steps 2 and 3. 

12. Copy part of the words in script on the slate and blackboard. 

13. Mark the vowels in two lines. 

Let the instructor in charge of the training class illustrate all these 
steps by practice ; not by telling what is to be done, but by doing it. 



LESSON XLV. 

First, practice the thirteen steps already given ; then let the teacher, 

14. Question the pupils minutely as to the meaning of the selection. 
By this it is not meant that teachers should ask such general questions 

as, " What is this lesson about?" or questions not connected with the text ; 
but that the teacher should question closely on the text, thus : 

What is here ? 
Where is a tame bear? 
What kind of bear ? 
Who leads him ? 
With what ? 

Leads what f Be sure the pupil answers this question with the word 
him, and then ask what does Mm stand for ? Read the sentence and put 
the word bear in the place of him, and see if the sense is still the same. 

The bear eats what ? 

Can tear what f 

With what t 

What Mnd of teeth ? etc. 

15. Combine these words so as to express new thoughts, thus : " This 
tame bear eats no rope. He will not tear the man, nor break his teeth, 
nor get away from him." 

"This bear is tame and his teeth are sharp. A man leads him 
by a rope." 

Teachers will find this re-writing of the lessons a most excellent help 
in giving life, interest, and variety to the reading, and that it greatly 
increases the amount read by the children. 



12 THE INSTITUTE HEADER. 



LESSON IiXIII. 

First, review all the steps already given. 

16. Question as to the use of capitals, and teach the names of the 
punctuation marks. 

Do not be afraid of giving information on these points. 

Practice upon them until the pupils can name them at sight, in 
this and subsequent lessons. 



LESSON LXXIV. 

After this selection has been read several times in a pleasant and 
sprightly manner, 

17. Have the selection committed to memory and recited by the 
pupils, both singly and in concert. 



LESSONS 8 and 9. 

Review Steps 7, 8, 12, 13. 

See that all copying is neatly done. 



LESSON 11. 

Review all steps applicable, especially Step 16. Then review the nine 
selected lessons, to show how the First Reader should be reviewed as a 
whole by pupils. 



SELECTIONS 



FROM 



THE SECOND READER. 



THE INSTITUTE READER. 



15 





LESSON 


XXVI. 




tame 


heard 


€riim6s 


seemec 


found 


wheat 


a gain' 


nev er 


ground 


quails 


un' der 


gath' ei 




1. One day, as I went out to the wheat 
field, I found a nest of young quails- 

2. They were quite small, and I left 
them in the nest for the old bird to take 
care of them. 



16 THE INSTITUTE READER. 

3. After a few days, I w^nt to the field 
to see them again; but they had left their 
nest, and I saw them all with the old 
bird on the ground. 

4. There were ten of them ; and it was 
a queer sight to see the old quail try to 
gafcl >r them all under her wings. 

5. I caught two of them, and took them 
home for my pets. I put them in a little 
cage, and gave them crumbs of bread to eat. 

6. In a few days they were so tame, 
that I let them come out of the cage and 
run round the yard. 

7. But they did not stay with me 
long after they could fly. Would you 
like to know why' ? I will tell you. 

8. One day, the old quail came near 
the house and sat on the fence. 

9. She seemed to say, " Come, my 
pets." The young birds heard the call. 
They flew off with her, and I never saw 
them again. 






THE INSTITUTE HEADER. 



LESSON XLI, 

•eoast stead' y tow' ers 
flash sail' ors bea' ^otls 
stands row' ing burn ing 



Ian tern 
light' - house 
an 6th' er 




THE LIGHT-HOUSE. 

1. A light -house is a tall building with a 
large lantern at the top, on which a bright 
light is kept burning at night. 

2. It is built on a high rock near the sea- 
coast, to warn ships, so that, when they see 
the light, they may keep off the shore. 



18 THE INSTITUTE READER. 

3. Men live in the light-house, often a 
long way from the land, to take care of it, 
and to light the lamps every day as soon as 
it begins to grow dark. 

4. The light is not of the same kind in 
every light-house. Some lights are quite 
bright and steady ; but others flash, and are 
only seen from time to time. 

5. Sailors know in this way one light- 
house from another when it is far off, and 
can thus tell what part of the coast they 
are near. 

6. In olden times, fires were often lighted 
on the tops of towers, or on high hills, to 
warn ships when near the coast. These fires 
were called beacons. 

7. See the ship in the picture, how near 
she is to the rock on which the light -house 
stands ! Will she be lost ? The men are 
rowing to her. They are in a life -boat. 



Picture Lesson. — What objects are shown in the picture? Is the 
light burning in the light-house ? Is the vessel sailing away from the 
rocks ? Does the wind seem to be blowing her toward them ? Are all her 
sails set ? How many men are there in the boat ? Are they all rowing ? 
What is the man who sits in the stem doing ? 



THE INSTITUTE READER. 

LESSON XLIII. 
d&red Royce ob'jeet turtle 

-crawled Ru'fus kennel puppies 



19 




A.^S 5 ^ 



THE PUPPIES AND THE TURTLE. 

1. As Rufus Royce came near a mill- 
pond one day, he found a turtle, and 
brought it home with him. 



20 THE INSTITUTE READER. 

2. He took it out to the barn -yard, 
where he left it for a short time, while 
he went into the house. 

3. When he came back, he found that 
it had crawled to the kennel, where there 
were three young puppies. Rufus saw 
that they did not know what to make of 
the strange object. 

4. At first, they were afraid to touch 
it, and ran back as the turtle crawled 
toward them, with its head thrust out of 
its brown shell. 

5. Then they would turn round and 
bark at it, and jump as if they would like 
to bite it, if they dared. 

6. Rufus thought it fine sport to watch 
them. In the picture you can see how 
the puppies looked when they first saw 
the turtle. 

7. Did you ever see a turtle 7 ? Do you 
think you would have been afraid of it. if 
you had been there' ? 



THE INSTITUTE READER. 21 

LESSON XLVIL 
Ma ry run' ning frol' i^e some 

THE RUNNING BROOK. 

1. " Stop, stop, pretty water ! " 

Said Mary one day 
To a frolicsome brook, 
That was running away. 

2. " You run on so fast ! 

I wish you would stay; 
My boat and my flowers 
You will carry away. 

3. ''But I will run after: 

Mother says that I may ; 
For I would know where 
You are running away." 

4. So Mary ran on ; 

But I Ve never heard say 
She was able to find 

Where the brook ran away. 



22 THE INSTITUTE EEADEB. 

LESSON LXXIII. 

six'ty twenty passing complete' 

se^' onds pow' er bring 7 ing De gem' ber 

sev' en wis' dom hun dred Feb' ru a ry 







DAYS OF THE WEEK. 



TIME. 

1. Sixty Seconds make a Minute; 
How much good can I do in it ? 

2. Sixty Minutes make an Hour; 

I '11 do the good that 's in my power, 

S. Four-and-twenty Hours, a Day, — 
Time for study, work, and play. 



THE INSTITUTE READER. 

4. Seven Days make up a Week, — 
Time for wisdom all may seek. 

5. Four full Weeks, and sometimes more, 
Go to make a Month's clear score. 



23 




MONTHS OF THE YEAR. 



6. Twelve passing Months complete a Year, 
December bringing up the rear. 

7. Days three hundred sixty-five 
Make a Year in which to strive; — 

8. Right good deeds each Day to do, 
That every Year be wise and true. 



NOTES ON SELECTIONS FROM SECOND READER. 



LESSON XXVI. 



First, practice Steps 7, 8, 9, 10, and 14. Then, 

18. Require an oral or written abstract of the lesson to be fully given 
by each pupil. 

19. Have the class compose sentences, using words at head of lesson, 
thus : " One day I found some tame quails under a tree in a wheat 
field," etc. 

20. Insist on the nouns being read in place of the pronouns. 



LESSONS XLI and XLIII. 

Review all previous steps of method with practice lessons, the 
teachers executing the work, under the supervision of the instructor, 
until the practice in any required step is promptly given by the teacher, 
thus : 

The instructor calls a teacher to take charge of the class and drill on 
Step 10 ; another teacher to conduct a drill on Step 18 ; etc. 



LESSON XLVII. 

Practice Steps 18 and 19. 

21. Teacher quote one or two lines, and pupils quote the rest of 
the stanza. 

22. Teach the difference between Verse and Stanza, as applied to 
poetry. Also the meaning of Verse in speaking of prose. 



LESSON LXXIII. 

This lesson represents work near the close of the Second Reader. 
It should be used to review all the steps of method given thus 
far. Then, 

24 



THE INSTITUTE READER. 25 

23. Teach the marks applied to the consonants. 

There are but eight of these, and it will take but a short time 
to learn them if the work on Step 2 has been well done. 

Teachers at institutes should copy and commit to memory these 
twenty-three steps. 

If they are practiced with promptness, vigor, and precision, the 
teaching of reading will be pleasant, profitable, and satisfactory. 



SELECTIONS 



FROM 



THE THIRD READER 



THE INSTITUTE READER. 



29 



LESSON VI 




a 



THAT S HOW! 



99 



1. One night, in the winter, the snow fell very 
fast, and the wind piled it up in large drifts, or 
heaps, so that it lay quite deep on the ground. 

2. When little Abel got up in the morning, 
he found a large drift of snow between his fa- 
ther's house and the well. 

3. He went to work to make a path through 
the snow-bank; but he had nothing to do it 
with but a little shovel. 



30 THE INSTITUTE READER. 

4. "How do you expect to get through that 
great drift of snow with that small shovel ?" 
asked his father. 

5. "By keeping at it," said Abel. "That's 
how!" And he did keep at it till it was done. 

6. Abel was right. He not only made a, 
path through the snow-bank, but he will make 
his way through the world, if he keeps on in 
the same manner. 

7. Have you a hard lesson to learn ? Do not 
spend your time in fretting, and say, "I can't 
learn it ! " but go about it, and keep at it. 
That is the only way to conquer it. 

8. Have you a bad temper, or a bad habit 
which you wish to cure'? It can not be done 
by being sorry, and crying over it. You must fight 
it all the time, till you are rid of it. 

9. You may be asked to do something 
which may seem quite hard at first, and you 
may make but little progress ; but by " keep- 
ing at it," you will, in time, perform it. 

10. Remember, little Abel made a path 
through the great snow-bank, with a little 
shovel, by "keeping at it" That 's how! 

DEFINITIONS. 



•€on' qteer, to subdue ; to master. 
Ex pe-et/, to look forward to. 
Fret/ ting, showing ill temper. 
HaV it, a fixed way or manner. 



Perform', to do. 

Prog' ress, moving forward. 
Re mem' ber, to keep in mind. 
Tern' per, state of mind. 



THE INSTITUTE READER 31 

LESSON XV. 
USEFUL METALS. 

1. Metals are dug out of the ground. The 
most useful metals are gold, silver, copper, zinc, 
iron, lead, tin, and quicksilver ; but there are 
many others besides these. 

2. Gold is of a bright yellow color, and it is 
very heavy. There are gold coins, called eagles, 
half-eagles, and doable-eagles. There are, also, gold 
dollars, but they are quite small. 

3. Gold is used in making cases and chains 
for watches, jewelry, pencil-cases, &c. : picture- 
frames are often gilded with gold. Gold-leaf is 
gold beaten out very thin, — much thinner than 
leaves of paper. 

4. Silver is white and shining. Spoons are 
made of silver; and there are silver dollars and 
half-dollars, and silver dimes and half-dimes. 
Gold and silver are called the precious metals. 

5. Quicksilver is very bright, like silver, and 
it is very heavy. It is not solid like the other 
metals, but liquid like water. If you spill it, it 
will run about, and you can not pick it up. 
Did you ever see any quicksilver? 

6. Tin is white and bright, like silver, but it 
is softer. The milk-can, the saucepan, the tin- 



32 THE INSTITUTE READER. 

pail, &c, are made of sheets of iron covered 
with tin. Tin does not rust like iron. 

7. Lead is soft and very heavy. The water- 
pipes are made of lead ; and the cistern is lined 
with sheets of lead. Bullets and shot are also 
made of this metal. Lead will melt very easily 
in the fire. 

8. Copper is of a reddish color. The boiler 
is made of copper. The bottoms of ships are 
sometimes covered with sheets of copper. Brass 
is made of copper and zinc. It is bright and 
yellow like gold, but soon becomes dull when 
exposed to the air. 

9. Zinc has a bluish color, like lead, but it is 
not so soft. It is used to put under the stove 
to keep the floor from being burned, and for 
many other purposes. 

10. Iron is quite hard; and although it is 
not bright and beautiful, like gold and silver, 
it is the most useful of all metals. Without it, 
we could not have railroads or steam-engines; 
we could not build houses and ships as we do 
at present. Ships of war are often covered 
with thick plates of iron. 

11. Come, let us go to the blacksmith's shop. 
What is he doing? He has a forge, and he 
blows the fire with his great bellows, to make 
the iron hot. When it is well heated, it becomes 



THE INSTITUTE READER, 



33 



quite soft; and he takes it out with the tongs, 
puts it upon the anvil, and beats it with a ham- 
mer. How hard he works! 

12. What is the blacksmith doing? He is 
making nails, and horseshoes, and a great many 
other things. Steel is made of iron. It is very 
hard; and is therefore used to make knives, 
razors, scissors, and other cutting tools. 

13. These metals are found in places called 
mines. They are mixed with dirt, stones, &c. 
when they are taken out of the mine, and in 
this state are called ores. Metals are sometimes 
obtained in a pure state, and are then called 
native metals. 



Questions. — Which are the most useful metals ? Of what color is 
gold ? What coins are made of gold ? For what else is gold used ? What 
is gold-leaf? What is the color of silver ? What are made of silver ? Which 
are the precious metals ? Describe quicksilver. Describe tin. For what 
is tin used ? Describe lead. What is it used for ? Of what color is 
copper ? For what is copper used ? What is brass ? What is its color ? De- 
scribe zinc. For what is it used ? Which is the most useful of all metals ? 
Why is it so useful ? What is steel ? What is it used for ? Where are 
metals found ? What are ores ? What are native metals ? 



DEFINITIONS. 



Bel' lows (beV lus), an instrument 

for blowing fires. 
Cis' tern, a place where water is 

kept ; a tank. 
Ex posed', uncovered ; laid open. 



Jew' el ry, ornaments for the per- 
son ; trinkets. 

Ob tained', got ; procured. 

Scis' sorg, an instrument for cut- 
ting, formed of two parts. 



34 THE INSTITUTE READER. 

LESSON XLIV. 
DON'T STEP THERE! 

1. One cold morning, last winter, the streets 
were slippery with a thin coat of ice, partially 
covered with snow, and people who were going 
to their places of business were obliged to 
walk very carefully for fear of falling. 

2. As I was passing along with the rest, I 
noticed a bright-looking lad, standing on the 
pavement, near a corner, and steadily looking 
at a spot on the sidewalk. 

3. As I approached him, he looked up at 
me, and, pointing to the place, said, " Please 
don't step there, sir ; I slipped there, and fell." 

4. I thanked the kind and thoughtful little 
fellow, and passed by the dangerous place ; but 
his words, " Don't step there ! " rang in my 
ears all the day. I could not dismiss them from 
my thoughts. 

5. A thousand times since, I have seemed to 
hear the clear voice of that kind-hearted boy, 
reminding me of my duty to those around me, 
and urging me to repeat wherever it promised 
to be useful, " Please, sir, don't step there ! " 

6. When I see a youth entering the path of 
the Sabbath-breaker, I would cry, "Don't step 



THE INSTITUTE READER. 35 

there ! " When I see boys and girls beginning 
to tell untruths, or to disobey their parents and 
teachers, I would whisper softly to them, "Don't 
step there!" 

7. When I see a young man tempted to asso- 
ciate with those who drink, smoke, or gamble., 
I would call out to him solemnly and earnestly, 
"Don't step there!" 

8. As in the path of life we tread, 

We come to many a place, 
Where, if not careful, we may fall, 
And sink in sad disgrace. 

9. Some evil habit, word, or thought, 

Some sin, however small, 
May make us stumble in the path ; 
And, stumbling, we may fall. 

10. Our fellow-travelers on the road 

We '11 watch with anxious care ; 
And when they reach a dangerous spot, 
We '11 warn them, " Dont step there ! " 

DEFINITIONS. 



As so' ci ate, to keep company. 
Be gin 7 ning, commencing. 
Dan' ger ous, unsafe ; full of risk. 
Dis grace', shame ; dishonor. 
Dis miss', to send away. 
Dis o bey', to refuse to submit to. 
Par' tial ly, in part ; not wholly. 
Re mind' ing, putting in mind. 
Sol' emn ly, seriously. 



Stum' ble, to trip ; to make a 
false step. 

Trav' el er, one who travels, or 
goes on a journey. 

Un truth', a falsehood ; a lie. 

Urg' ing, forcing onward ; impel- 
ling. 

Wilis' per, to speak in a low tone, 
or under the breath. 



36 THE INSTITUTE HEADER. 

LESSON LXXVI. 
DESPISE NOT GOD'S CREATURES. 

1. " Of what use are flies and spiders ? " said 
little Cora to her mother one day, after she had 
been looking at a curious spider's-web, and watch- 
ing the cunning insect catching the flies as they 
flew into the mesh. " I am sure I do not see 
why there should be any such creatures.'' 

2. Her mother said, " My dear child, I can not 
now explain to you why the all-wise Creator 
made the various creatures which we see around 
us ; though, since you know that God is wise 
and good, you must -be sure that their creation 
must serve some wise purpose. But I will tell 
you a curious story to show that even a fly or 
a spider may be the means of doing some good. 

3. u A young prince used often to wonder, as 
you do now, for what purpose God made such 
useless creatures as flies and spiders; and he 
wished he had the power to kill them all. But 
this, of course, he could not do, although he was 
a prince, and the son of a great king. 

4. " One day, after a battle in which his father 
had been defeated, the prince was obliged to con- 
ceal himself from his enemies, who were seeking 
to put him to death. After wandering about for 
some time, he lay down beneath a tree and fell 



THE INSTITUTE READER. 



37 



asleep. The soldiers were drawing near, and soon 
would have discovered him, but just at that in- 
stant a fly stung his lip and awoke him. Seeing 
his danger, he sprang to his feet and escaped. 

5. "A short time afterwards, the prince hid 
himself in a cave ; and during the night, a spider 
wove its web across the entrance. In the morn- 




ing, the soldiers arrived at the cave ; and while 
they stopped, the prince heard the following con- 
versation. 

6. "'Look,' cried one of them, ' he is surely 
concealed in this cave/ 'No/ replied another; 
' that is impossible ; for if he had gone in there, 
he would have brushed down that spider's web. 
Let us waste no time here.' And they passed on 



38 THE INSTITUTE HEADER. 

7. u When they had departed, the prince raised 
his hands and eyes to Heaven, and most devoutly 
thanked God for saving his life, by means of these 
little creatures whom he had so much despised. 

8. " To this story may be added that of the 
famous King of Scotland, Robert Bruce. Once, 
after he had been fighting hard with the English, 
who were trying to get possession of his country, 
and after having lost many battles, he was obliged 
to seek refuge in a rough country cabin, so as 
to escape the fury of his enemies. 

9. " Lying on a miserable bed, and looking up 
at the ceiling, he noticed a spider trying to swing 
himself from one beam to another. Nine times 
the insect tried, and failed every time. This re- 
minded the warrior of his many lost battles, and 
he said to himself, ' I am tired out and discour- 
aged ; but if the spider succeeds on the next 
trial, I will make one more effort to regain my 
crown, and free my country.' 

10. " The spider again made a spring, and this 
time gained its object; on which, Bruce sprang 
up, resolved not to despair. Again he gathered 
his forces together, fought a desperate battle with 
his English foes, and, signally defeating them, re- 
gained the throne of Scotland, and achieved the 
freedom of his country. The little spider taught 
the brave Scottish hero a useful lesson." 



THE INSTITUTE READER. 



39 



LESSON LXXVII. 
DO YOUR BEST. 




& ty&u-l- v-ed-f, — 'M&u-i ^H-z^ vedv, 







& yt&'Uil' ^^ 



tMd 



(^/i-tzv 'd> $?& wtd&dv t^ttif. 




vtwe 





W&l^ Jl^'lAV Z^ ^^^^y 



\; 



4 ^t^^n^ trt ^v w&m djyn>&& 




& y&ui vedv ^pfin ' ipi&ww ^€wt/-^ 




Cy<?Li4 td> & ^fr/t/zn- 4wfe. 






£^ 



4 t% w&i>£i 'fredd&'nJ dm&wfrezve ^^ 





#4% / mu^-^ / ^ 0W 16&M4 fadM vip-t/pc 




w 



I&uj- 'fo-'kns'OM&'UtS 



NOTES ON SELECTIONS FROM THIRD READER. 



LESSON VI, 



When pupils begin the work of the Third Reader, they should 
give daily attention to defining. 

In order that this may be done thoroughly and systematically, the 
teacher should, 

24. Require the pupils to master the words defined in the Third 
Reader, and have them test their work by copying those parts of the 
lesson which contain the words given for definition, and writing the 
definition in place of the text-word. 

The pupil should designate the words substituted by underscoring, 
thus : Verse 7. 

" Do not spend your time in showing ill temper . " 
" That is the only way to master it." 

Many teachers do not feel the importance of the aid furnished by 
the Reader containing these defined words, as a means of language- 
culture. If this word-study is well begun in the Third Reader and 
continued throughout the subsequent course, pupils will read with the 
understanding, which precedes reading with the spirit. 

25. Question the pupils as to the uses of words, phrases, and clauses, 
thus: Verse 1. What is the use of the phrase In the winter? To tell 
when the snow fell. What is the use of the words One night? To point 
out the time more definitely. 

What is the use of the word Snow ? Fell ? Fast ? Very ? Wind ? 
Piled ? It ? The phrase On the ground ? etc. 

This step is the reverse of Step 14. It is a higher step, and one that 
gives most excellent results in the hands of an earnest teacher. 

LESSON XV. 

This excellent lesson is the type of quite a large class of easy 
lessons in familiar science found in the New Graded Readers. 

40 



THE 1NSTITETE READER. 41 

In teaching these lessons it is an important item to instruct the pupils 
in facts as well as in reading. 
Hence the teacher will, 

26. Give careful attention to the questions of the book at the close of 
the lesson, and ask such others as will show that the facts of science 
contained in the lesson are both mastered and remembered. All the 
scientific terms in these lessons should be mastered as to spelling and 
pronunciation. 

27. Teach the use of the hyphen, and review the marking of vowels and 
consonants, by requiring all the letters in five or more lines to be marked 
in accordance with those given in the Reader. 

LESSON XLIV. 

28. Begin the daily use of the Dictionary, by having all the nouns in 
the lesson written in column, with the proper definition as found in the 
dictionary. 

Review Steps 18 and 19, and, 

29. Question the pupils on the Geographical points of the lesson, with 
the map open before them. 

30. Give them information as to historical matter, and help them to 
connect the name of Bruce with Scotland and Bannockburn. 

LESSON LXXVII. 

Require pupils to commit this selection to memory and recite it, 
singly and in concert, with spirit and animation. 

Review capitals, marks of punctuation, and the use of the apostrophe. 

31. Prepare a list of mottoes and sayings from the Third Reader, 
to be committed to memory from dictation. 

The following short list will illustrate this step. This list should be 
increased daily after it has been committed to memory. 

1. " It is better to bend than to break." 

2. " Make your own sunshine." 

3. " An early start and steady pace 

Takes the slowest through the race." 

4. " When you've work to do, boys, 

Do it with a will." 

5. " Never be a coward 

In the cause of right." 

6. " Ears and eyes and tongue 

Guard while thou art young." 

7. " Money is not the only nor the true riches. Fire may burn it, the 
floods may drown it, the winds may sweep it away, moth and rust may 
waste it, and the robber may seize it." Etc , etc. 



SELECTIONS 



FROM 



THE FOURTH READER, 



THE INSTITUTE READER. 
TABLE OF ELEMENTAKY SOUNDS. 

TONICS. 



45 







Long. 








Short. 




a e 


as in 


ape 


they 


e 




as in end 




A A 

a e 


a 


a 


care 


, ere 


a 




" " hat 




a 


a 


a 


art 




a 




" " ask 




a o 


a 


a 


all, 


orb 


a 


6 


" " what, 


not 


e ■ 


a 


a 


eve, 


pique 


i 




" " sit ' 




«"V •"*•' OS 

eiy 


u 


u 


her, 


sir, myrrh 


y 




" " hymn 


o 


a 


a 


old 












ouoo 


a 


do, 


rule, tod 


OUOO " " wolf, 


put, book 


U 


a 


u 


urn. 


* 


oil 


" " love, 


luck 


Compound 




(AH long.) 


Diphth 


,onyal. (All 


long.) 


i f 


as in 


ice, 


my 


Ol oy as in oil, boy 


11 


a 


a 


use 




Oil OW " " out, owl 




SUBTONICS. 






ATONICS. 




l 


b 


as 


in 


bib 




1 


p as in 


pipe 


2 


d 


u 


66 


did 




2 


t " " 


tone 


3 


S 


a 


66 


gag 




3 


k " " 


kind 


M 


f 




66 

66 


gin 
jar 




4 


ch " " 


church 


5 


z 


a 


66 


zest 




5 


g 66 66 


sin 


6 


th 


a 


66 


thy 




6 


th " " 


thin 


7 


V 


a 


it 


vine 




7 


*• it 66 


fine 


8 


zh 


66 


66 


azure 




8 


sh " " 


ship 


9 


w 


a 


66 


way 




9 


wh" " 


when 


10 


1 


66 


66 


lull 


■s 








11 


in 


66 


66 


mum 










12 
13 


n 
r 


6i 
66 


66 
66 


nun 
bard 




>No Cognates.t 




14 


ng 


66 


66 


sing 










15 


y 


66 


66 


you 


^ 









* This sound of u is nearly the same as e in her, or i in girl, but is to be carefully dis- 
tinguished from it. 

t Sounds produced by a similar use of the same organs of speech are said to be Cognates ; 
as b and p, d and t, &c. 



46 THE INSTITUTE READER. 

[Teachers should frequently exercise their pupils in the foregoing table ; as 
in this way not only will the vocal organs of the pupils be strengthened and 
trained, but correct habits of articulation, so essential to good reading, will be 
secured.] 

Questions on the Table. 

How many tonic sounds are there ? How many of them are long sounds ? 
How many are short sounds ? How many are compound ? Which of them are 
diphthongal ? Why are they so called ? Ans. Because they are formed of the 
sounds of two vowels. How many subtonics are there ? How many atonies ? 
Which of them are cognates ? What is the letter h ? (See page 9.) 

Exercises on the Tonics. 

[Each zvord to be pronounced by the pupil (or pupils in concert) ; then the 
tonic sound or sounds to be distinctly enunciated ; as, cape, — a, &c] 

a. — cape, lame, nail, gauge, hay, great, deign, they, ancient. 
a. — dare, fair, bear, ere, their, snare, parent. 
a. — are, part, father, heart, hearth, daunt, guard, sergeant. 
a. — ball, pause, law, nor, broad, ought, water, alway. 
C. — here, theme, seen, heat, seize, key, chief, pique, people. 
C. — herd, serge, firm, bird, girl, myrrh, virtue. 
O. — bold, oar, door, hoe, soul, flow, beau, sew, yeoman, haut- 
boy. 

0. — prove, mood, smooth, soon, shoe, soup, rude, crew, rural. 
11. — urn, burn, urge, scourge, lurch, murmur, occur. 

e. — men, head, said, says, friend, any, bury, leopard, again, 

heifer, heroism. 
a. — had, have, plaid, barrel, carry, guaranty. 
a. — task, grasp, past, grass, dance, branch, half. 
a. — wad, watch, wand, lock, hough, knowledge. 

1. — quit, been, sieve, busy, build, hymn, woman, pretty, English. 

0. — wolf, wool, foot, would, could, pulpit, cushion. 
6. — come, does, flood, young, rough, such, touch. 

1. — child, type, aisle, sleight, eye, buy, die, guide, choir. 
fl. — tube, feud, lieu, cue, suit, new, view, use, beauty. 

Oi. — toil, joist, toy, joyful, oyster, rejoice, employ. 
Oil* — our, round, doubt, owl, town, plow, vowel, renown. 



THE INSTITUTE READER. 47 

Exercises on the Subtontcs and Atonics. 
[Spell each word by its sounds.] 
h and p. — bib, babe, hobby ; pip, cape, happy. 
d and t* — did, odd, eddy ; tip, top, totter. 
g and k. — gig, plague, ragged ; kin, like, echo. 
j and ch . — jar, join, ginger ; char, churl, charter. 
X and $• — zone, adz, reason ; sun, pass, tussle, 
th and th. — then, bathe, thither; thin, lath, youth. 

V and f. — vine, valve, nephew ; fine, cough, baffle. 
Zli and sh, — osier, vision, glazier; ship, sure, ocean. 
1. — lull, lily, silly, woolly, pallid. 

m. — elm, lame, hammer, mummy. 

n« — none, noun, linen, tannin. 

V (smooth). — bard, bare, order, murmur. 

V (trilled). — ray, ring, right, rough, reason. 
ng. — bring, gang, anger, singing, think. 
W. — win, one, wound, buoy, languid. 
y. — yes, yield, alien, union, valiant. 

Exeecises in Articulation. 

[The following sentences should be read so that every sound may be clearly 
enunciated. Particular care should be given to articulate the final consonant 
sounds.] 

1. The babbling brook, with bursting bubbles, bounded by. 

2. The prince and the peasant, the priest and the people, are rap- 
idly passing away. 

3. The loud wind dwindled to a whisper low, 
And sighed for pity as it answered, — No ! 

4. Thirteen times Thomas Tilton threw the twisted twine across 
the turbulent Tweed. 

5. Give God the glory for His great goodness. 
Gleams of glowing light glittered in his gloomy cell. 

6. Kind creatures, keep calm, keep cool, keep quiet ! 

Kings and queens know how to keep their counsels concealed. 



48 THE INSTITUTE READER, 



7. The judge and the jury joined in the joke. 
Johnnie Juniper outjumped Jasper Jordan. 

8. How charmingly the church bells chimed in the chill air of 
the churchyard ! 

9. The lazy Zany could not sound the z in such words as dizzy, 
buzzard, hazard, tvizard, and zigzag. 

10. Kepeat distinctly the words, acts, sect* : mists, hosts, clasps, 
wasps, asks, risks, persists, restricts. 

11. The theme, though written in rhythm, is truly worth the> 
time and trouble it hath cost him. 

12. With a thick thimble, Theresa Thornton thrust thirty- 
three threads through the thick cloth. 

13. The vile vagabond ventured to vilify the venerable veteran. 

14. The fiercely naming fire flashed fearfully in his face. 

15. She uttered a sharp shrill shriek, and then shrank from the 
shriveled form that slumbered in the shroud. 

16. The vizier had a vision of the mirage. 

17. Eepeat " She sought shelter " three times in rapid succession ; 
and then the same words reversed thus, " Shelter sought she." 

18. The selfish elf placod all her paltry pelf upon the shelf. 

19. Mighty winds and mountain waves make mournful music. 

20. The nimble nymphs marched off in merry triumph. 

21. The storm raged for four fearful hours, hiding from our view 
every form and feature of external nature. 

22. The railroad ran directly across the rapid river. 

23. The rapid torrent went rushing and roaring, and whirling 
and twirling, and rumbling and grumbling, amid the ragged rocks. 

24. Bring me a ring and I will sing you a song. 

25. What whim induced Walter White to whittle and whistle, as 
he walked away % 

26. In your youthful years, let your young hearts yearn after 
wisdom. 

27. If you expect to excel, you must exert yourself to be exact 
in all things. 

28. Up the high hill he heaved a huge round stone. 
How high his honors heaved his haughty head ! 






THE INSTITUTE READER. 49 

LESSON VI. 
THE SECRET OF SUCCESS. 

1. A wealthy and distinguished merchant, on being asked, 
one evening, to state the secret of his success in life, gave the 
following interesting narration, which every youth should 
most carefully ponder. 

2. " When I was quite a young lad/' said he, " I went to 
pay a visit to my grandfather, a venerable old man, whose 
velvet cap, blue coat, and huge silver knee-buckles filled me 
with awe. 

3. " On my bidding him good-by, he drew me gently to him, 
and, placing his hand on my head, said, ' My little grandson, 
I have one thing to say to you ; will you try to remember 
it ? ' I looked into his face, and nodded ; for I was afraid to 
promise aloud. c Well,' he continued, ' I want to give you 
a piece of advice, which, if you follow it, will prove a sure 
passport to success. It is this : In whatever you undertake, 
always do your test! 

4. " This, indeed, was my grandfather's only legacy to me ; 
but it has proved far better than silver and gold. I have 
never forgotten those words ; and I believe I have tried to act 
upon them. After reaching home, my uncle gave my cousin 
Marcus and myself some weeding to do in the garden. It 
was in the afternoon, and we had laid our plans for something 
else. Of course, we were disappointed. 

5. " Marcus was so ill-humored that he performed his part 
of the work very carelessly ; and I began mine in the same 
manner. Suddenly, however, the advice of my grandfather 
was recalled to my mind, and I resolved to follow it. Indeed, 
I ' did my best.' 

6. " When my uncle came out to oversee our work, I noticed 



50 



THE INSTITUTE READER. 



his look of approbation as his eye glanced over the flower- 
beds I had weeded; and I shall never forget his kind and 
encouraging smile, as he remarked that my work was well 
done. ! I was a glad and thankful boy ; while poor Marcus 
was left to drudge alone over his beds all the afternoon. 

7. "At fifteen, I was sent to the Academy, where I had 
partly to support myself through the term. The lessons 
were hard at first, for I was not fond of study ; but my 
grandfather's advice was my constant motto, and / tried to do 
my best As a consequence of this, I soon succeeded in ob- 
taining the good opinion of my teachers, and was looked upon 
as a faithful, painstaking student. 

8. " My character, too, became known beyond the Academy ; 
and, though I was but a small boy for my age, and not very 
strong, my mother had three or four places offered for me 
before the year was out, — one from the best merchant in the 
village, in whose store a situation as clerk was considered 
very desirable. 

9. "The habit I had already acquired of faithfully doing 
my best, in whatever I had to do, still clung to me ; and al- 
though I did not possess unusual talents, I found difficulties 
vanish before me. I gained the confidence of those with 
whom I had dealings ; and, in short, prosperity has, with the 
blessing of God, crowned my efforts. My only secret of success 
has been my grandfather's legacy, — ' always do your best/ " 



DEFINITIONS. 



A cad' e my, a school of high rank. 
Ac quired', gained ; obtained. 
Con' fi dence, trust ; boldness. 
Con' se quence, result ; effect. 
Dis ap point' ed, deprived of what 

is expected and desired. 
Dis tin' guished, noted ; eminent. 
En cour' a ging, cheering. 
In' ter est ing, pleasing ; . amusing. 



Leg' a cy, any thing left by will. 
Nar ra' tion, a story ; an account. 
Pass' port, that which permits one 

to pass. 
Pros per' i ty, success ; flourishing 

condition. 
Tal' ents, abilities ; faculties. 
Ven' er a ble, worthy of respect, or 

veneration. 



THE INSTITUTE READER. 51 

LESSON LXIL 

THE BATTLE OF LIFE. 

1. Go forth to the Battle of Life, my boy, 

Go while it is called to-day ; 
For the years go out, and the years come in, 
Eegardless of those who may lose or win, — 

Of those who may work or play. 

2. And the troops march steadily on, my boy. 

To the army gone before ; 
You may hear the sound of their falling feet, 
Going down to the river where the two worlds meet : 

They go to return no more. 

3. There is room for you in the ranks, my boy, 

And duty, too, assigned. 
Step into the front with a cheerful grace, — 
Be quick, or another may take your place, 

And you may be left behind. 

4. There is work to do by the way, my boy, 

That you never can tread again ; 
Work for the loftiest, lowliest men, — 
Work for the plow, adz, spindle, and pen ; 

Work for the hands and the brain. 

5. Then go to the Battle of Life, my boy, 

In the beautiful days of youth ; 
Put on the helmet, breastplate, and shield, 
And the sword that the feeblest arm may wield 

In the cause of Right and Truth. 



52 



THE INSTITUTE HEADER 



LESSON LXIIL 



THE SCULPTOR BOY. 



1. Chisel in hand stood a sculptor boy, 
With his marble block before him ; 
And his face lit up with a smile of joy 
As an angel dream passed o'er him. 




He carved that dream on the yielding stone 

With many a sharp incision ; 
In Heaven's own light the sculptor shone., — 

He had caught that angel vision. 



THE INSTITUTE READEB. 53 

2. Sculptors of life are we, as we stand 

With our lives uncarved before us, 
Waiting the hour, when, at God's command, 

Our life-dream passes o'er us. 
Let us carve it, then, on the yielding stone, 

With many a sharp incision ; 
Its heavenly beauty shall be our own, — 

Our lives, that angel vision. 

DEFINITIONS. 



In cis' ion, a cut ; a cutting into. 
Sculp' tor, one who carves figures 
out of stone. 



Vis' ion, an appearance ; an illu- 



sion. 



Yield' ing, giving way to ; soft. 



LESSON LXIV. 

GRACE DARLING. 

1. In the month of September, in the year 1838, a steam- 
ship, proceeding from Hull, in England, to Dundee, in Scot- 
land, encountered some very rough weather off the English 
coast. The vessel not being strong, and its machinery being 
defective, she was driven ashore, and wrecked on the rocks. 

2. Many of the crew and passengers were washed off the 
deck and drowned ; and in a situation of such frightful peril, 
no one expected to escape. Early in the morning, the family 
who dwelt in the light-house beheld the vessel upon the 
rocks, with a powerful sea beating over her, and threatening 
her with complete destruction. 

3. Darling, the keeper of the light-house, would fain have 
gone in his boat to rescue a few of the distressed passengers ; 
but he despaired of carrying his little bark through such a 
heavy sea. His daughter Grace, a young woman twenty- 



54 



THE INSTITUTE READER. 



two years of age, however, urged him to make the attempt, 
and offered to accompany him and work one of the oars. 

4. They accordingly went, and, after great toil and exer- 
tion, succeeded in reaching the ill-fated vessel. Mne per- 
sons trusted their lives to the boat ; and, notwithstanding the 
raging of the sea, the whole party arrived safely at the light- 
house, where every kindness was shown to them. 

5. As no one else was saved from the wreck, it may be 
concluded that these persons would have perished but for the 
heroism of Grace Darling, — that noble woman, who was will- 
ing to risk her own life rather than allow so many of her 
fellow-creatures to sink before her eyes, without making any 
effort in their behalf. 

6. The generous conduct of this young woman attracted 
much attention. Her praises were in every mouth. Artists 
flocked to her lonely dwelling to take her portrait, and depict 
the scene of her courageous and humane deed. A sum ex- 
ceeding five hundred pounds was presented to her ; and some 
of the most distinguished persons in the country wrote letters 
to her, containing the warmest expressions of admiration. 

7. It is not probable that her name and her heroism will 
soon be forgotten. Yet this excellent woman, as modest as 
she was brave, was heard to remark, that, had she not been 
praised so highly for what she had done, she would never 
have deemed it worthy of special commendation. 



DEFINITIONS. 



At tract' ed, drew to (at, to) ; 

caused to approach. 
Com men da' tion, praise. 
Cour age' ous, bold ; fearless. 
De feet' ive, imperfect. 
De pict', to describe ; to represent. 
De spaired', gave up hope. 
En coun' tered, met with. 



Her' o ism, bravery. 

Ill-fat' ed, unfortunate. 

Ma chin' er y, the engine by which 

the vessel was propelled. 
Por' trait, likeness ; representation 

of a face. 
Sub scrip 7 tion, writing under 

(sub, under) ; contribution. 



NOTES ON SELECTIONS FROM FOURTH HEADER. 



32. Give a critical review of the elementary sounds and their 
marking in the New Graded Readers and Webster's Dictionary, 
using table and drill exercises as given in the selection. 

LESSON" VI. 

Review Steps 14 and 24, and apply the direction given in 28 to 
verbs. 

33. Require the pupils to verify their work from the dictionary, 
in the class, until they form the habit of using the book. 

34. Have each pupil give an accurate quotation of that thought 
or sentiment in the selection, which he deems the best. 

LESSONS LXII, LXIII, LXIV. 

Consult Step 28, and apply it to adjectives and have their meaning 
verified, in the class, from the dictionary. 
Review Steps 24, 25, 29, and 30. 

35. Have the pupils transpose the poetry into prose, both orally 
and in writing 1 . 

36. Accustom the pupils to question each other on the subject- 
matter as directed for teacher in Step 14. 

37. Let some one pupil name points of thought to the class, and 
then require the class to find them in the selection and read them 
aloud. 

Mottoes and sayings from the Fourth Reader should be prepared 
and used as directed in Step 31, for Third Reader. 

The following list will aid in fixing this step in mind at 
Institutes : 

1. " Always do your best." 

2. " A fault concealed is a fault doubled." 

3. "He who speaks with lying tongue, 

Adds to wrong a greater wrong." 

55 



56 THE INSTITUTE MEAJDEB. 



4 
5 

6 

7 

8 
9 

10. 



" He who does nothing is in a fair way to do mischief." 

" By your actions you're judged, 

Be your speech what it may." 
" Learn something every day." 
" Truth crushed to earth shall rise again, 

The eternal years of God are hers." 
" They who work best talk the least." 
" The years go out and the years come in, 

Regardless of those who may lose or win. " 
" What ! sell honor to purchase remorse ? " 
Etc., Etc. 



Add daily to the list and review frequently, and thus fix worthy 
life-thoughts in the mind. 



SELECTIONS 



FROM 



THE FIFTH READER. 



INTRODUCTION. 



ELOCUTION. 

Principles, Kules, Exercises. 

Elocution is the delivery, or expression, of thought by 
means of speech. 

Good Elocution requires distinct articulation, correct pronunciation, 
and proper inflections, emphasis, pauses, and tones, 

[The principles of articulation and pronunciation, with the rules and exer- 
cises requisite to apply them, having been copiously treated in the preceding 
numbers of this series, are only briefly mentioned in the present volume.] 

INFLECTION. 

Inflections are turns or slides of the voice, used in reading 

or speaking; as, Will you ftf** 1 or ^ t 

The Bising Inflection is an upward turn or slide of the voice, 
used when the voice ends higher than it begins; as, Are you 
going home ? 

The Falling Inflection is a downward turn or slide of the voice, 
used when the voice ends lower than it begins ; as, When are you 
going' ? 

The rising inflection is denoted by the acute accent, thus ( ' ) ; 
and the falling inflection, by the grave accent, thus ( v ). 

The Circumflex indicates the union of the rising and falling 
inflections on the same word. When the Circumflex begins with 
the rising and ends with the falling inflection, it is denoted 



60 THE INSTITUTE HEADER. 

thus ( "* ) ; and when it begins with the falling and ends with the 
rising inflection, it is denoted thus ( w ) ; as, Can the dove live with 
the hawk ? 

Rules for Inflection. 

The Falling Inflection is required, 

1. When the sense is completed, as at a semicolon or period. 

2. In asking an indirect question, or one that can not be an- 
swered by yes or no ; as, Whom did you see" ? 

3. In expressing a command, or in an exclamation. 
The Rising Inflection is required, 

1. In asking a direct question, or one that can be answered by 
yes or no ; as, Did you see him' ? 

2. In addressing or calling. But in repeating a call, the falling 
inflection may be used ; as, John' ! JohrC ! 

3. The Circumflex Inflection is used in expressing ridicule, scorn, 
or surprise. 

Exercises. 

[Give the inflection as marked, and state the rule that applies to each 
case.] 

1. Blessed are the pure in heart' ; for they shall see God\ 

2. Virtue exalts a nation' ; but sin is a reproach to any people'. 

3. Where are you going' ? When will you return' ? 

4. Go to the ant', thou sluggard'; consider her ways, and be 
wise'. 

5. Ring the bells' ! Fire the cannon' ! Hurrah' ! Hurrah' ! 

6. John' ! John' ! Will you bring in some wood' ? 

7. What ! sell honor to purchase remorse ? 

8. Do you think your hands were made to strike' ? No'. To 
push'? No'. To scratch'? No'. To pinch'? No'. To fight'? 
No'. To take things that do not belong to you' ? By no means'. 

9. Will they do it' ? Dare they do it' ? 

Who is speaking' ? What 's the news' % 
What of Adams' ? What of Sherman* ? 
God grant they won't refuse' ! 



THE INSTITUTE READER. 61 

10. Sink' or swim', live' or die', survive' or perish', I give my 
hand and heart to this vote . 

11. Is not the man who is furiously bent on calumny a scor- 
pion 1 Is not the person who is eagerly set on resentment and 
revenge a most venomous viper ? What do you say of a covetous 
man ? Is he not a ravenous wolf i 

MONOTONE. 

Monotoke is the utterance of successive syllables on one 
unvaried key or tone of voice. It is employed in the de- 
livery of passages that are expressive of awe, reverence, or 
sublimity. 

Exercises. 

1. When I consider Thy heavens, the work of Thy fingers, the 
moon and the stars which Thou hast ordained, what is man that 
Thou art mindful of him, and the son of man that Thou visitest 
him % 

2. Mountains ! who was your Builder 1 Who laid your awful 
foundations in the central fires, and piled your rocks and snow- 
capped summits among the clouds'? I know who built you. It 
was God ! 

EMPHASIS. 

Emphasis is the distinguishing of a particular word, or words, 
of a sentence by stress of the voice, inflection, or pause. 

Upon the proper placing of the emphasis depends not only the 
meaning of what is read or spoken, but the life and spirit of its 
delivery. In order to determine the proper emphasis to be given, 
the reader or speaker must himself thoroughly comprehend the 
ideas and feelings to be expressed. Without this, no rule can be 
correctly applied. 

Emphasis is either absolute or antithetic. It is absolute when it 
depends upon the importance of a particular idea without direct 
reference to any other. It is antithetic when it depends upon the 
comparison or contrast of one thought or fact with another. 



62 THE INSTITUTE READER. 

Thus, " Let not mercy and truth forsake thee " is an example of 
the absolute emphasis of the words mercy and truth, " I want a 
pen, not a 600&," is an example of antithetic emphasis, pen and book 
being in contrast. 

Rules. 

1. Important words may be emphasized by simple stress of the 
voice, or by a rising or falling inflection ; as, Will you go to town ] 
I will not' go to town. 

2. Words in contrast should be emphasized by stress, and by 
using one kind of inflection with one word, and the opposite 
kind with the other ; as, I said yes\ not no. I want a pen), not 
a book. 

3. Emphasis is strengthened by increasing the force and pitch of 
the voice ; as, Lost ! Lost ! LOST ! a pearl of price. He ran, 
and cried, Fire ! Fire ! FIKE ! To arms / To Arms ! To 
AEMS! they cry. 

Exercises. 

[The lowest degree of emphasis is usually marked by Italics; the next higher 
degree, by small capitals ; the highest degree, by LARGE CAPITALS.] 

Absolute Emphasis. 

1. Go, ring the bells and fire the guns, 

And fling the starry banners out ; 
Shout " FKEEDOM " till your lisping ones 
Give back their cradle shout. 

2. Hurrah I Hurrah ! it shakes the wave, 

It thunders on the shore, — 
One flag, one land, one heart, one hand, 
One nation evermore ! 

3. Strike — till the last armed foe expires ; 
Strike — for your altars and yom fires ; 
Strike — for the green graves of your sires ; 

God, and your native land J 






THE INSTITUTE READER. 63 

4. Hereditary bondsmen ! Know ye not, 

Who would be free, themselves must strike the blow? 

5. Stand ! the ground 's your own, my braves ! 
Will ye give it up to slaves ? 
Will ye look for greener graves ? 
Hope ye mercy still ? 

6. They tell us, sir, that we are weak, — unable to cope with so 
formidable an adversary. But when shall we be stronger ] Will 
it be the next tveek, or the next year ? Will it be when we are 
totally disarmed, and a British guard is stationed in every house ? 
Shall we gather strength by irresolution and inaction ? 

Antithetic Emphasis. 

1. It is more blessed to give than to receive. 

2. I came not to call the righteous, but sinners to repentance. 

3. The wise man is happy when he gains his own esteem ; the 
fool, when he gains that of others. 

4. Not that I loved Ccesar less, but Rome more. 

5. It is sown in weakness, it is raised in power : it is sown a 
natural body, it is raised a spiritual body. 

6. A day, an hour of virtuous liberty is worth a whole eternity 
of bondage. 

7. Truth, crushed to earth, shall rise again, 

The eternal years of God are hers ; 
But Error, wounded, writhes with pain, 
And dies amid his xoorshipers. 

8. Not, my soul, what thou hast done 7 

But what thou now art doing ; 
Not the course which thou hast run, 
But that which thou 'rt pursuing. 

9. If Wisdom's ways you 'd wisely seek, 

Five things observe with care : 
Of whom you speak, to whom you speak, 
And how, and when, and where. 



64 THE INSTITUTE READER. 

PAUSES. 

A Pause, or rest, is a suspension of the voice in reading or 
speaking, in order to express the meaning more clearly, or give 
force to the expression. 

Pauses are in part indicated by the punctuation marks ; but the 
meaning frequently requires a, pause where no mark is used to indi- 
cate it. This is sometimes called the Rhetorical Pause. 

Elocution depends, in great measure, for its spirit, force, and 
expressiveness, upon a judicious use of pauses, both as to their posi- 
tion and length. 

Eules for Pauses. 

1. The subject of a sentence, especially if long or involved, 
should be followed by a pause; as, That Columbus discovered 
America — is a well-knoivn fact. 

2. The object of a verb, when it consists of several words, 
should be preceded by a pause ; as, " They tell us — that we are 
weak." 

3. Emphatic words should be followed by a pause, varying in 
length according to the degree of the emphasis; as, John — not 
William — is deserving of censure. 

4. When an emphatic word closes the sentence, it should be pre- 
ceded by a pause ; as, His sentence was — death. 

TONES. 

Tones are those variations of the voice which are used in 
reading and speaking to give expression to the feelings in- 
spired by the subject. 

Tones depend on the pitch, force, quantity, and quality of the 
sounds produced by the voice. The varied use of these constitutes 
what is called Modidation. 

The Pitch may be high, low, or middle. It is high when it rises 
above the usual speaking tone ; as in expressing feelings of joy, or 
in calling to a person at a distance. It is low when it falls below 
the usual speaking tone ; as in expressing emotions of awe, rever- 



THE INSTITUTE READER. 65 

ice, or sublimity. The middle pitch is that used in common con- 
versation. 

The principal degrees of Force may be represented as loud, mid- 
dle, and soft ; although they embrace every variety of tone from a 
soft whisper to a vehement shout. 

Quantity has reference to the length or shortness of the sounds, 
or the movement of the voice ; as, slow, medium, quick. Thus, in 
the expression of feelings of reverence the movement is slow and 
measured ; but in expressing anger or alarm it should be rapid. 

By quality is meant the kind of tone ; as rough or smooth, clear 
or harsh. 

EXEECISES m MODULATION. 

Middle Pitch. 

1. There is a gem of greater worth 
Than all the jewels fair of earth, 
"Which had from God its wondrous birth ; 
It is the mind. 

2. The joyful season of spring has again returned. The birds 
have come back once more to make their home with us, and fill the 
air with their sweet music. The trees are putting forth their green 
leaves, and the flowers are preparing to refresh our senses with their 
beautiful colors and delightful fragrance. 

Low Pitch. 
1. 0, show me where is He, 
The high and holy One, 
To whom thou bend'st the knee, 
And pray'st, " Thy will be done ! " 

2. God came from Teman, and the Holy One from Mount Paran. 
Selah. His glory covered the heavens, and the earth was full of 
His praise. He stood, and measured the earth : He beheld, and 
drove asunder the nations : the everlasting mountains were scattered, 
the perpetual hills did bow : His ways are everlasting. 



66 THE INSTITUTE READER. 

3. The thunders hushed, — 

The trembling lightning fled away in fear, — 
The foam-capt surges sunk to quiet rest, — 
The raging winds grew still, — 
There was a calm. 

High Pitch. 
1. Hark ! 't is a mother's cry, 
High o'er the tumult wild, 
As, rushing toward her flame-wrapped house, 
She shrieked, " My child ! MY CHILD ! " 

2. One of the men, leaping upon a rock, waved his hat, and 
shouted in tones that rang like a clarion, " Liberty ! Liberty ! 
LIBERTY ! to every one that shall man the boats, and go to the 



rescue i 



3. Hushed the people's swelling murmur, 
List the boy's exultant cry ! 
" Eing ! " he shouts aloud ; " King, Grandpa ! 
RING ! 0, RING FOR LIBERTY ! " 



FORCE. 

Soft Tones. 
1. Step softly ! The doctor says he is a very sick man ! 

2. The loud wind dwindled to a whisper low, 
And sighed for pity as it answered, — " No." 

3. Hear the gentle summer winds, 

Zephyr winds ! 
Of what sweet iEolian music their melody reminds ! 
How they whisper — whisper — whisper — 
Through the balmy air of night ! 

Loud Tones. 
Loud Tones are employed in calling to a person at a distance, and 
are used in expressing vehement emotions. 



THE INSTITUTE READER. 67 

Exercises. 

1. Young men, ahoy ! Beware ! Beware ! The rapids are 
below you ! 

2. See, boy, see, 

They strike ! Hurrah ! the fort has surrendered ! 
Shout ! Shout ! my warrior boy, 
And wave your cap, and clap your hands for joy. 
Cheer answer cheer, and bear the cheer about ! 
Hurrah ! HUEKAH ! for the fiery fort is ours. 
" Victory J " « Victory ! " " Victory ! " is the shout. 

MOVEMENT. 

[The Movement should never be so rapid as to render the words indistinct, 
nor so slow as to become sluggish, or cause the listener to anticipate what the 
speaker is about to utter. ] 

Exercises. 

Sloiv Movement. 

1. Slowly and sadly we laid him down, 

Erom the field of his fame fresh and gory ; 
We carved not a line, and we raised not a stone, 
But we left him alone with his glory. 

Rapid Movement. 

2. Now you see the water foaming all around. See how fast you 
pass that point ! Up with the helm I Now turn ! Pull hard ! 
Quick ! quick ! quick ! pull for your lives ! pull till the blood starts 
from your nostrils, and the veins stand like whip-cords upon your 
brow ! Set the mast in the socket ! Hoist the sail ! 

Miscellaneous Exercises. 

Low and Slow. 

1. Toll ! toll ! toll ! 

For the old year slowly dying, 

Grim, gaunt, sere, 
On the breast of Time now lying. 



68 THE INSTITUTE HEADER. 

Hopes of youth are fleeting, 
Hearts with care are beating ; 
Ho ! ye wardens of the bells, 
Toll ! toll ! toll ! 

High and Rapid. 

2. King ! ring ! ring ! 

A welcome to the bright New Year ! 

Life, Hope, Joy, 
On his radiant brow appear ; 
Hearts with love are thrilling, 
Homes with beauty filling ; 
Ho ! ye wardens of the bells, 
Eing ! ring ! ring ! 

Slow and Plaintive. 

3. In vain he whispers the names of father and sister. No 
soft hand and gentle voice bless and soothe him. His head sinks 
back ; one convulsive shudder, — He is dead ! They scoop him a 
grave ; and there, without a shroud, they lay him clown in the damp, 
reeking earth. 

Cheerful and Spirited. 

4. Cheer up ! my friend, cheer up, I say ; 

Give not thy heart to gloom and sorrow ; 
Though clouds enshroud thy path to-day, 

The sun will shine again to-morrow. 
0, look not with desponding sigh 

Upon these little, trifling troubles ; 
Cheer up ! you '11 see them by and by 

Just as they are, — like empty bubbles. 

Rapid Movement 

5. Away, away, o'er the dashing spray, 

My bark speeds light and free ; 
And the piping gale, through the straining sail, 
Whistles loud in its merry glee. 



THE INSTITUTE READER, 69 

Lively Movement. 

6. Jingle, jingle, clear the way, 
'T is the merry, merry sleigh, 
As it swiftly scuds along, 
Hear the burst of happy song; 
Jingle, jingle, bells so bright, 
Flashing o'er the pathway white. 

QUALITY. 

The qualities of tone mostly used in reading or speaking, are 
the Pure Tone, the Orotund, the Aspirated, and the Guttural. 

Pure Tone. 
The Pure Tone, the one most to be employed, is a clear, smooth 
flow of sound, free from any harshness or impurity. It is used in 
expressing sentiments of cheerfulness, love, and peace. 

Exercises. 

1. Speak gently ; it is better far 
To rule by love than fear. 
f^peak gently ; let no harsh ivord mar 
The good we might do here. 

2. The pulses of Nature never beat more audibly and musically 
than about " the leafy month of June " ; life, everywhere life, — 
in field and flood, in earth and air and sky. Life in all forms ; life 
with a sweet breath in it, life with a song in it, life with a light in it. 

3. For they said, — " We will take that long, long walk 
In the hawthorn copse to-day, 
And gather great bunches of lovely flowers 

From off the scented May ; 
And 0, we shall be so happy there, 
'T will be sorrow to come away ! " 

Orotund Quality. 
The Orotund is a round, deep, full tone of voice, which is em- 



70 THE INSTITUTE READER. 

ployed in uttering passages of a sublime, energetic, or pathetic 
character. It is the highest perfection of voice ; and no pains 
should be spared in acquiring it, by every one who desires to 
excel in public speaking. 

Exercises. 
1. Mountains! ye are growing old! ye must die! Old Father 
Time, that sexton of earth, has dug you a deep, dark tomb ; and in 
silence ye shall sleep after sea and shore shall have been pressed by 
the feet of the Apocalyptic angel, through the long watches of an 
eternal night. 

2. There is a calm for those who weep, 
A rest for weary pilgrims found ; 
They softly lie and sweetly sleep, 
Low in the ground. 

3. Those champions of liberty are gone ! They rest from their 
labors ! Peace to their ashes ! 

4. 0, the grave ! the grave ! It buries every error, covers every 
defect, extinguishes every resentment ! From its peaceful bosom 
spring none but fond regrets and tender recollections. 

Aspirated Quality. 

The Aspirated Tone of voice is not a pure vocal sound, but rather 
a forcible breathing utterance, making the sounds partly vocal and 
partly aspirate. It is used to express fear, amazement, anger, and 
revenge. 

Exercises. 

1. While thronged the citizens, with terror dumb, 

Or whispering with white lips, " The foe ! they come ! they 
come ! 

2. Hush ! Keep still ! Don't breathe a loud word ! They little 
suspect where we are. How eagerly they seek to find us ! 

3. Hush ! breathe it not aloud, 

The wild winds must not hear it ! Yet, again, 
I tell thee — we are free ! 



THE INSTITUTE READER. 71 

Guttural* Quality. 

The guttural quality is a deep, harsh, grating tone of voice, which 
seems to issue from an obstructed throat. It is used to express 
hatred, contempt, and loathing. 

Exercises. 

1. 0, take the maddening bowl away, 

Bemove the poisonous cup ! 
My soul is sick, — its burning ray , 

Hath drunk my spirit up. 
Take, take it from my loathing lip, 

Ere madness fires my brain ; 
Take, take it hence, nor let me sip 

Its liquid death again ! 

2. But here I stand and scoff you ! Here I fling 
Hatred and full defiance in your face ! 

Miscellaneous Exercises. 
Vehement Emotion. 

1. Give me poverty, stripes, and chains, — give me shame, give 
me destitution, give me want, give me abject misery and distress, 
give me bereavement, let my heart be wrung by every emotion that 
can agonize man, make me a wanderer in the earth, and give me 
an ignoble death, rather than permit my country to perish. 

Loiv and Slow. 

2. Be silent, Abel ; for now I 'ye come 
To read your doom ! 
Then hearken, while your fate I now declare. 
I am a spirit. 

High and Loud. 

3. Come one ! come all ! this rock shall fiy 
From its firm base as soon as I. 

* From guttur, the throat. 



72 THE INSTITUTE READER. 

Slow Movement. 

4. The heavens declare the glory of God, and the firmament 
showeth His handiwork. Day unto day uttereth speech, and night 
unto night showeth knowledge. There is no speech nor language 
where their voice is not heard. 

Low to High. 

5. The father came on deck, — he gasped, 

" God ! Thy will be done ! " 
Then suddenly a rifle grasped, 

And aimed it at his son. 
" Jump, far out, boy, into the wave ! 

Jump, or I fire ! " he said ; 
" This chance alone your life can save ; 

Jump ! jump ! " The boy obeyed. 

Low and Slow, High and Eapid. 

Low and Slow. 

Toll for the dead, toll, toll ! 

High and Quick. 

No, no ! Eing out, ye bells, ring out and shout ! 
For the pearly gates they have entered in, 
And they no more shall sin, — 
Eing out, ye bells, ring ! ring ! 




THE INSTITUTE READER. 



73 



LESSON XLIII. 

THE ALBATROSS. 

1. While off the coast of Patagonia, when the weather per- 
mitted, some of the passengers, and the watch on duty, occupied 
themselves in fishing for albatrosses. They are caught by 




baiting a hook with pork or blubber, fastening a piece of wood 
near the bait so that it may be kept floating, and letting it 
tow astern. 



74 THE INSTITUTE READER. 

2. These noble birds would wheel and hover over it, and at 
length alight on the water like a swan, often succeeding in 
getting all the bait without being hooked. But six or seven 
times some of them were taken and hauled aboard, the un- 
suspected hook catching within their long bills. They meas- 
ured nine or ten feet across the wings. The first one was killed 
and stuffed, to be carried home for some museum. The rest 
were sacrificed for their long bills, wings, and large w T eb-feet. 

3. This bird is uncommonly beautiful and majestic. Its 
motion through space is the easiest and most graceful conceiv- 
able. In storm or calm, once raised upon its broad pinions, 
which are never seen to flutter, away it sails, self-propelled, as 
naturally as we breathe ; a motion of the head, or a slight curl 
of a wing serving to turn it, as the course of a rapid skater is 
ruled at pleasure by an almost imperceptible inclination to 
the right or left. 

4. A poor Peruvian, who was working his passage home, 
a.scribed all the bad weather and high winds which we experi- 
enced to our having killed the albatrosses ; and he and the 
superstitious cook, in the hight of the gale, prevailed upon a 
young passenger who had taken one the day previous, and was 
keeping it alive in the long-boat, -to let the -noble bird go free. 

5. Like the mariners in Coleridge's rhyme,* they said, — 

" We had clone a wicked thing, 
And it would work us woe : 
Stout they averred we had killed the bird 
That made the breeze to blow. 
'Ah, wretch ! ' said they, 'the bird to slay, 
That made the breeze to blow ! ' " 

6. This glorious bird is the most beautiful and lovable 
object of the animate world which the adventurer meets with 

* This refers to the " Ancient Marin er," a celebrated poem by the English 
poet, S. T. Coleridge. 



THE INSTITUTE HEADER. 75 

in all the South Pacific. When on the wing it is the very 
beau ideal of beauty and grace. Seamen ought to love and 
prize it dearly, for the drear monotony of life at sea is often 
relieved by its always welcome appearance; and many an 
hour is spent by the voyager in watching with admiration its 
glorious curves and swoops in the elastic ocean of air, — a free 
race-ground where it has no competitor. 

7. A writer, who must have seen the bird in its native seas, 
says that it flies against, as well as before, the wind, and 
hovers around a ship at sea, never outstripped by its speed. 
" It enjoys the calm, and sports in the sunbeams on the glassy 
wave ; but it revels in the storm, and darts its arrowy way 
before the fury of the gale. It seems to be then in its 
element. Mocking the surges of the mighty sea, and breast- 
ing the tempest's blast, its flight has not less sublimity, 
perhaps, than that of the eagle darting upward to the skies. 

8. " It is a beautiful sight to behold this noble bird sailing 

in the air in light and graceful movements. After the first 

muscular exertion which gives impulse to its flight, its wings 

are always expanded, like the sails of a ship, and show no 

motion, — as if it were wafted on by some invisible power. It 

is from this cause that it sustains untired its long and distant 

flight across the sea." 

Eev. H. T. Cheever. 

WORD ANALYSIS AND DEFINITIONS. 

A verred', declared ; asserted. 

Beau ideal (bo i de al), a conception of perfect beauty. 

Com pet' i tor (com, with ; petitor, one who seeks), one who strives 
with others for the same object ; a rival. 

Ex pand' (ex, out ; pand, spread), to become opened ; to spread apart. 

Mo not' o ny (mono, one ; tony, tone or sound), sameness of sound. 

Pro pel' (pro, forward '; pel, to urge), to drive forward. 

Su per sti' tious, prone to believe in what is mysterious or wonder- 
ful ; full of idle fancies in regard to religion. 

Sus tain' (sus for sub, under ; tain, hold), to hold up ; to support. 



6 THE INSTITUTE HEADER. 

LESSON XLIV. 
THE SEA-BIRD'S SONG. 

1. On the deep is the mariner's danger, 

On the deep is the mariner's death ; 
Who, to fear of the tempest a stranger, 
Sees the last bubble burst of his breath ? 
T is the sea-bird, sea-bird, sea-bird, 

Lone looker on despair ; 
The sea-bird, sea-bird, sea-bird, 
The only witness there. 

2. Who watches their course who so mildly 

Careen to the kiss of the breeze ? 
Who lists to their shrieks who so wildly 
Are clasped in the arms of the seas ? 
'T is the sea-bird, &c. 

3. Who hovers on high o'er the lover, 

And her who has clung to his neck ? 
Whose wing is the wing that can cover, 
With its shadow, the foundering wreck ? 
'T is the sea-bird, &c. 

4 My eye in the light of the billow, 

My wing on the wake of the wave, 
I shall take to my breast, for a pillow, 
The shroud of the fair and the brave. 
I 'm a sea-bird, &c. 

5. My foot on the iceberg has lighted, 

When hoarse the wild winds veer about ; 
My eye, when the bark is benighted, 
Sees the lamp of the light-house go out. 



THE INSTITUTE READER. 77 

I 'm the sea-bird, sea-bird, sea-bird, 

Lone looker on despair ; 

The sea-bird, sea-bird, sea-bird, 

The only witness there. 

Brainard. 



LESSON XLV. 
MY SHIPS. 

1. I have ships that went to sea, 

Long ago, long ago ; 
With what tidings I can learn, 
I ve been waiting their return, 
But the homeward gales for me 

Never blow, never blow. 

2. In the distance they are seen 

On the deep, on the deep, 
Howing through the swelling tide, 
With the dim stars for a guide, 
While the angry waves between 

Never sleep, never sleep. 

3. There are breakers setting in 

For the shore, for the shore ; 
And it may be, in their frown, 
That my ships will all go down, 
With their precious freight within, 

Evermore, evermore. 

4. There is little cheer for me, 

Waiting so, waiting so ; 



78 THE INSTITUTE READER. 

Waiting through the starless night 
For the coming of the light, 
For my ships which went to sea 
Long ago, long ago. 



5. I 've a ship which went to sea 

Years ago, years ago, 
And the gallant little craft 
Beats the tempest fore and aft, 
While the homeward gales to me 

Ever blow, ever blow. 

6. Little heedeth she the storm, 

Or the night, or the night ; 
For her anchor is secure, 
And her timbers will endure 
Till the coming of the morn, 

Pure and bright, pure and bright. 

7. Lone and weary have I been, — 

Who can tell, who can tell ? 
All the anguish of the soul, 
While the billows round me roll, 
Till my ships come sailing in, 

Freighted well, freighted well. 

8. Then 1 11 keep this little craft, 

Sailing on, sailing on ; 
She will bear me safely o'er 
Far beyond the billow's roar, 
For my passage is secure, 

TO MY HOME, TO MY HOME. 

J. W. Barker, 



THE INSTITUTE READER. 79 

LESSON LIX. 
THE GRAY SWAN. 

1. " 0, tell me, sailor, tell me true, 
Is my little lad, my Elihu, 

A-sailing with your ship' ? " 
The sailor's eyes were dim with dew : 
" Your little lad', your Elihu' ? " 
He said with trembling lip : 
« What little lad x ? What ship v ? " 

2. " What little lad' ? as if there could be 
Another such a one as he ! 

What little lad, do you say' ? 
Why, Elihu, that took to the sea 
The moment I put him off my knee ! 

It was just the other day 

The Gray Swan sailed away ! " 

3. " The other day' ? " — the sailor's eyes 
Stood open with a great surprise, — 

" The other day' ? the Swan' ? " 
His heart began in his throat to rise. 
" Ay, ay, sir ! here in the cupboard lies 

The jacket he had on ! " 

" And so your lad is gone ? 

4. " But, my good mother, do you know 
All this was twenty years ago' ? 

I stood on the Gray Swan's deck, 
And to that lad I saw you throw, 
Taking it off, as it might be, so ! 

The kerchief from your neck." 

" Ay, and he '11 bring it back ! " 



80 THE INSTITUTE READER. 

5. " And did the little, lawless lad, 

That has made you sick and made you sad, 
Sail with the Gray Swan's crew' ? " 

" Lawless ! The man is going mad ! 

The best hoy ever mother had ; — 
Be sure he sailed with the crew ! 
What would you have him do ? " 

6. " And he has never written line, 

Nor sent you word, nor made you sign, 

To say he was alive ? " 
" Hold ! if 't was wrong, the wrong is mine ; 
Besides, he may be in the brine ; 

And could he write from the grave ? 

Tut, man ! What would you have ? " 

7. " Gone, twenty years, — a long, long cruise ! 
'T was wicked thus your love to abuse ! 

But if the lad still live, 
And come back home, think you, you can 
Forgive him ? " — " Miserable man ! 

You 're mad as the sea, — you rave. 

What have I to forgive ? " 

8. The sailor twitched his shirt so blue, 
And from within his bosom drew 

The kerchief. She was wild. 
" God, my Father ! is it true ? 
My little lad, my Elihu ! 

My blessed boy, my child ! 

My dead, my living child ! " 

Alice Cary. 

Questions. Between whom is the dialogue in this piece ? How should it 
be read ? Ans. With a great variety of inflections and tones. What is this 
piece designed to illustrate ? Ans. A mother's love and forgiveness. 



THE INSTITUTE READER. 81 

LESSON LXX. 

THE SHIP ON FIRE. 

There was joy in the ship, as she furrowed the foam ; 
For fond hearts within her were dreaming of home. 
The young mother pressed fondly her babe to her breast, 
And sang a sweet song as she rocked it to rest ; 
And the husband sat cheerily down by her side, 
And looked with delight in the face of his bride. 

" 0, happy ! " said he, " when our roaming is o'er, 
We 11 dwell in a cottage that stands by the shore ! 
Already, in fancy, its roof I descry, 
And the smoke of its hearth curling up to the sky ; 
Its garden so green, and its vine-covered wall, 
And the kind friends awaiting to welcome us all." 

Hark ! hark ! what was that ? Hark ! hark to the shout ! — 

" Fire ! fire ! " then a tramp and a rush and a rout, 

And an uproar of voices arose in the air. 

And the mother knelt down ; and the half-spoken prayer 

That she offered to God in her agony wild, 

Was, " Father, have mercy ! look down on my child ! " 

She flew to her husband, she clung to his side : 

O, there was her refuge, whatever betide ! 

Fire ! fire ! it is raging above and below ; 

And the smoke and hot cinders all blindingly blow. 

The cheek of the sailor grew pale at the sight, 

And his eyes glistened wild in the glare of the light. 

The smoke, in thick wreaths, mounted higher and higher ! — 

God ! it is fearful to perish by fire ! 



82 THE INSTITUTE BEADEB. 

5. Alone with destruction ! alone on the sea ! 
Great Father of Mercy, our hope is in Thee ! 
They prayed for the light ; and at noontide about, 
The sun o'er the waters shone joyously out. 




" A sail, ho ! a sail ! " cried the man on the lee ; 
" A sail ! " and they turned their glad eyes o'er the sea. 
" They see us ! They see us ! The signal is waved ! 
They bear down upon us ! Thank Heaven ! We are saved ! " 

Charles Mackay. 



THE INSTITUTE READER. 83 

LESSON" C. 
THE RIDERLESS STEEDS. 

[ It is related that, on the morning after the terrible battle of Sedan (Sep- 
tember 1, 1870), six hundred cavalry-horses, without riders, galloped up at the 
sound of the bugles, and took their accustomed places in the French ranks.] 

1. Morning dawns on the hights of Sedan, 

And the golden sunlight falls 
Over the woods and rocky steeps, 

Over the castle- walls, — 
Over the valley of the Meuse, 

Over the tented ground, 
Where the scattered hosts are rallying 

At the shrill bugle's sound. 

2. But yesterday, and the sun looked down 

On a dark and fearful sight, 
When hostile foe met hostile foe 

In stern, unyielding fight ; 
And galloping to the rendezvous, 

On the bright September morn, 
Six hundred riderless steeds rush on, 

At the sound of the bugle-horn. 

3. Morning dawns on the battle-field ; 

And under the calm, blue sky, 
Sleeping the still, cold sleep of death, 

Six hundred horsemen lie. 
No sound of the bugle stirs their souls 

To the struggle and the strife ; 
No sound but the angel-trump shall call 

The fallen again to life. 



84 TEE INSTITUTE READER. 

4. The broken ranks of the cuirassiers, 

The warriors stout and bold, 
Are gathering in at the martial call, 

And the saddened tale is told ; 
While, galloping to the rendezvous, 

On the bright September morn, 
Six hundred riderless steeds rush on, 

At the sound of the bugle-horn. 



Mrs. Bartlett. 



LESSON CI. 

ZENOBIA'S DEFENSE. 

1. I am charged with pride and ambition. The charge is 
true, and I glory in its truth. Who ever achieved anything 
great in letters, arts, or arms, who was not ambitious ? Caesar * 
was not more ambitious than Cicero.-f- It was but in another 
way. All greatness is born of ambition. Let the ambition be 
a noble one, and who shall blame it ? I confess I did once 
aspire to be queen, not only of Palmyra, but of the East. 
That I am. I now aspire to remain so. Is it not an honor- 
able ambition ? Does it not become a descendant of the 
Ptolemies and of Cleopatra ? J I am applauded by you all 

* Cce'sar, Caius Julius, the Koman Dictator, was born B. C. 100. He 
was famous not only as a general, but as a statesman and an orator. He per- 
ished by the hands of assassins, in the Senate House, B. C. 44. 

+ Cic'ero, Marcus Tullius, the great Roman orator, was born at Arpinum, 
in Italy, B. C. 106. He was assassinated B. C. 43, by order of the Trium- 
virate, who then ruled at Rome. 

% Cleo2)a'tra, the celebrated queen of Egypt, succeeded to the throne B. C. 
48, being assisted in obtaining it by Julius Csesar. She committed suicide 
B. C. 30, to avoid falling into the hands of Octavius, after the battle of 
Actium, B. C. 30. 



THE INSTITUTE READER. 85 

for what I have already done. You would not it should have 
been less. 

2. But why pause here ? Is so much ambition praiseworthy, 
and more criminal ? Is it fixed in nature that the limits of 
this Empire should be Egypt on the one hand, the Hellespont 
and the Euxine on the other ? Were not Suez and Armenia 
more natural limits ? Or hath empire no natural limit, but is 
broad as the genius that can devise, and the power that can win ? 
Eome has the West. Let Palmyra * possess the East. Not 
that nature prescribes this and no more. The gods prospering, 
I mean that the Mediterranean shall not hem me in upon 
the west, or Persia on the east. Longinus is right, — I would 
that the world were mine. I feel, within, the will and the 
power to bless it, were it so. 

3. Are not my people happy ? I look upon the past and 
the present, upon my nearer and remoter subjects, and ask, 
nor fear the answer, Whom have I wronged ? What prov- 
ince have I oppressed, what city pillaged, w T hat region 
drained with taxes ? Whose life have I unjustly taken, or 
whose estates have I coveted or robbed ? Whose honor have I 
wantonly assailed ? Whose rights, though of the weakest and 
poorest, have I violated ? I dwell, w T here I would ever dwell, 
in the hearts of my people. It is written in your faces, that I 
reign not more over you than within you. The foundation of 
my throne is not more power than love. 

4. Suppose, now, my ambition should add another province 
to our realm. Would that be an evil ? The kingdoms already 
bound to us by the joint acts of ourself and the late royal 

* Palmyra, anciently called Tadmor (meaning "City of Palms"), was 
founded by Solomon, in one of the oases of the Syrian Desert. It was situated 
about 140 miles east of Damascus, and, being on the route to Persia and India, 
became the resting-place of the caravans. Under Zenobia, it became a great 
and splendid city, and was enriched with the various treasures of the East. It 
was destroyed by the Saracens, A. D. 744. Its ruins still mark the spot 
where this renowned city stood. 



86 THE INSTITUTE HEADER. 

Odenatus,* we found discordant and at war. They are now 
united and at peace. One harmonious whole has grown out of 
hostile and sundered parts. At my hands they receive a com- 
mon justice and equal benefits. The channels of their com- 
merce have I opened, and dug them deep and sure. Prosperity 
and plenty are in all their borders. The streets of our capital 
bear testimony to the distant and various industry which here 
seeks its market. 

5. This is no vain boasting ; receive it not so, good friends. 
It is but the truth. He who traduces himself sins in the 
same way as he who traduces another. He who is unjust to 
himself, or less than just, breaks a law, as well as he who hurts 
his neighbor. I tell you what I am, and w T hat I have done, 
that your trust for the future may not rest upon ignorant 
grounds. If I am more than just to myself, rebuke me. If I 
have overstepped the modesty that became me, I am open to 
your censure, and I will bear it. 

6. But I have spoken that you may know your queen, not 

only by her acts, but by her admitted principles. I tell 

you, then, that I am ambitious, that I crave dominion, and while 

I live will reign. Sprung from a line of kings, a throne is my 

natural seat. I love it. But I strive, too, — you can bear me 

witness that I do, — that it shall be, while I sit upon it, an 

honored, unpolluted seat. If I can, I will hang a yet brighter 

glory around it.*f- 

William Ware. 

* Odena'tus, Septimius, was the son of an Arabian Sheik. He allied him- 
self with the Romans against Sa'por, King of Persia, and after the defeat of 
the latter, was associated with Gallie'nus, as Roman Emperor. He was mar- 
ried to Zenobia, who remained queen of Palmyra after his death. 

+ Zeno'bia, Septimia, a princess of Arabian descent, who became queen of 
Palmyra after the murder of her husband, Odenatus, 267 A. D. She was 
noted for her beauty and literary attainments, as well as for her energy and 
address as a queen. Lou gi'nus, the celebrated critic, was her secretary. She 
was defeated by the Roman emperor Aurelian in several battles, and, having 
been made captive, was made to grace his triumph in Rome, 273 A. D. The 
remainder of her life wa? passed in Italy. 



THE INSTITUTE READER. 87 

LESSON CII. 
ROME AND CARTHAGE. 

1. Eome and Carthage ! — behold them drawing near for 
the struggle that is to shake the world ! Carthage, the me- 
tropolis of Africa, is the mistress of oceans, of kingdoms, and 
of nations ; a magnificent city, burdened with opulence, radi- 
ant with the strange arts and trophies of the East. She is at 
the acme of her civilization. She can mount no higher. Any 
change now must be a decline. Eome is comparatively poor. 
She has seized all within her grasp, but rather from the lust 
of conquest than to fill her own coffers. 

2. She is semi-barbarous, and has her education and her 
fortune both to make. All is before her, — nothing behind. 
For a time, these two nations exist in view of each other. 
The one reposes in the noontide of her splendor ; the other 
waxes strong in the shade. But, little by little, air and space 
are wanting to each for her development. Eome begins to 
perplex Carthage, and Carthage is an eye-sore to Eome. Seat- 
ed on opposite banks of the Mediterranean, the two cities 
look each other in the face. The sea no longer keeps them 
apart. Europe and Africa weigh upon each other. Like two 
clouds surcharged with electricity they impend. With their 
contact must come the thunder-shock. 

3. The final event of this stupendous drama is at hand. 
What actors are met! Two races, — that of merchants and 
mariners, that of laborers and soldiers ; two nations, — the 
one dominant by gold, the other by steel ; two republics, — 
the one theocratic, the other aristocratic, — Eome and Car- 
thage ! Eome with her army, Carthage with her fleet, — Car- 
thage, old, rich, and crafty, — Eome, young, poor, and robust. 
The past and the future ; the spirit of discovery and the spirit 
of conquest ; the genius of commerce, the demon of war ; the 



88 THE INSTITUTE READER. 

East and the South on one side, the West and the North on 
the other ; in short, two worlds, — the civilization of Africa 
and the civilization of Europe. They measure each other 
from head to foot. They gather all their forces. Gradually 
the war kindles. The world takes fire. 

4. These colossal powers are locked in deadly strife. Car- 
thage has crossed the Alps; Eome, the seas. The two na- 
tions, personified in two men, Hannibal * and Scipio,-f" close 
with each other, wrestle, and grow infuriate. The duel is 
desperate. It is a struggle for life. Eome wavers. She ut- 
ters that cry of anguish, — Hannibal at the gates ! But she 
rallies, — collects all her strength for one last, appalling effort, 
— throws herself upon Carthage, and sweeps her from the 

face of the earth ! % 

Victor Hugo. 

* Hannibal was the most illustrious of the Carthaginian generals. He 
gained a series of great victories over the Romans ; but was, at last, defeated 
by Scipio at the famous battle of Zama, fought 202 B. C. He was afterwards 
compelled to take refuge in Syria, when, to avoid falling into the hands of 
his enemies, he committed suicide 183 B. C. 

t Scipio, called, from his victories over the Carthaginians, Scipio Africa'nus, 
was one of the most celebrated of the Roman generals. He died 183 B. C, 
in exile, having been unjustly accused by his ungrateful countrymen of em- 
bezzling some of the spoils of the vanquished Syrians. 

% Three great wars were waged between the two rival republics, Rome and 
Carthage, called the Punic Wars. In the second of these wars, Rome was, 
for a time, by the daring and brilliant military genius of Hannibal, brought to 
the greatest extremity of peril ; but she was saved by the victories of Scipio. 
The third Punic war was brought on by the continued jealousy of Rome toward 
her rival, and her determination to destroy her. Cato, one of the Roman sen- 
ators, ended every one of his speeches with the words, ' ' Carthage must be 
destroyed." Carthage knew her weakness, and complied with every demand 
of her enemy, till the people were told they must abandon their city, so that it 
might be destroyed. Then, with the energy of despair, they made a brave but 
unavailing resistance. The city was taken and set on fire, and continued to 
burn for seventeen days. The fortifications were razed, and the site on which 
it stood was cleared of every habitation. This memorable event occurred 
146 B. C. 



THE INSTITUTE HEADER. 89 

LESSON CXII. 
TOLL, THEN, NO MORE! 

1. Toll for the dead, toll ! toll ! 

No, no ! Eing out, ye bells, ring out and shout ! 
For the pearly gates they have entered in, 

And they no more shall sin, — 
Ring out, ye bells, ring ! ring ! 

2. Toll for the living, toll ! toll ! 

No, no ! Eing out, ye bells, ring out and shout ! 
For they do His work 'mid toil and din ; 

They, too, the goal shall win, — 
Eing out, ye bells, ring ! RING ! 

3. Toll for the coming, toll ! toll ! 

No, no ! Eing out, ye bells, ring out and shout ! 
For 'tis theirs to conquer, theirs to win 

The final entering in, — 
Eing out, ye bells, ring ! RING ! 

4. Toll, then, no more, ye bells ! 

No, no ! Eing out, bells, ring out and shout ! 

The Was, the Is, the Shall Be, and all men 

Are in His hand ! Amen ! 

Eing out, ye bells, ring ! ring ! 

R. R. Bowker. 



LESSON CXIII. 

IS HE A MAN ? 

1. Is he a man ? I ask not, is he famed 
Anions the learned of his native land ? 



90 THE INSTITUTE READER. 

Is he a man ? I ask not, is he named 

The champion leader of war's blood-stained band ? 

There 's something nobler in a man than lore ; 

He 's less than man whose hand is stained with gore. 

2. Is he a man ? I ask not, does he own 

Gold, splendid palaces, and large domains ? 
I ask not if he sits upon a throne, 

And holds ten thousand cringing slaves in chains. 
He 's less than man whose heart is stern and cold, 

Though thrones are his, and palaces, and gold. 

* 

3. Is he a man ? I ask, does he possess 

The spark of love within his bosom glowing ? 
Steals from his eye the tear of tenderness ? 

Is Pity's fount within his heart o'erflowing ? 
If this be so, though poorest of the clan, 

He well may claim the dignity of Man. 

R. Hinchcliff. 



LESSON CXIV. 
A TRUE LIFE. 

1. There is, even on this side of the grave, a haven where the 
storms of life break not, or are felt but in gentle undulations 
of the unrippled and mirroring waters ; an oasis, not in the 
desert, but beyond it ; a rest, profound and blissful as that 
of the soldier returned forever from the dangers, the hardships, 
and turmoil of war, to the bosom of that dear domestic circle 
whose blessings he never prized at half their worth till he lost 
them. 

2. This haven, this oasis, this rest is a serene and hale old 
age. The tired traveler has abandoned the dusty, crowded, 



THE INSTITUTE READER. 91 

jostling highway of life, for one of its shadiest and least-noted 
by-lanes. The din of traffic and of worldly strife has no 
longer magic for his ear. The myriad footfall on the city's 
stony walks is but noise or nothing to him now. He has run 
his race of toil, or trade, or ambition. His day's work is ac- 
complished, and he has come home to enjoy, tranquil and un- 
harassed. the splendor of the sunset, the milder glories of late 
evening. 

3. Ask not whether he has or has not been successful, ac- 
cording to the vulgar standard of success. What matters it 
now whether the multitude has dragged his chariot, rending 
the air with idolizing acclamations, or howled like wolves on 
his track, as he fled by night from the fury of those he had 
wasted his vigor to serve ? What avails it that broad lands 
have rewarded his toil, or that all has, at the last moment, been 
stricken from his grasp ? Ask not whether he brings into re- 
tirement the wealth of the Indies or the poverty of a bank- 
rupt; whether his couch be of down or rushes, his dwell- 
ing a hut or a mansion. 

4. He has lived to little purpose, indeed, if he has not long 
since realized that wealth and renown are not the true ends of 
exertion, nor their absence the conclusive proof of ill-fortune. 
Whoever seeks to know if his career has been prosperous and 
brightening from its outset to its close, — if the evening of 
his days shall be genial and blissful, — should ask not for 
broad acres, or towering edifices, or laden coffers. Perverted 
old age may grasp these with the unyielding clutch of insan- 
ity ; but they add to his cares and anxieties, not to his enjoy- 
ments. Ask rather, "Has he mastered and harmonized his 
erring passions ? Has he lived a true life ? " 

5. A true life ! Of how many may it be said, " They have 
not lived true lives " ! The base idolater of self, who devotes 
all his moments, his energies, his thoughts, to schemes which 
begin and end in personal advantage ; the grasper of gold, 



92 THE INSTITUTE READER 

and lands, and tenements ; the devotee of pleasure ; the man 
of ignoble and sinister ambition ; the woman of frivolity, ex- 
travagance, and fashion ; the idler, the gambler, the volupt- 
uary, — on all these and their myriad compeers, while borne 
on the crest of the advancing billow, how gentle is the reproof, 
how charitable the judgment, of the world ! 

6. A true life must be simple in all its elements. Animated 
by one grand and ennobling impulse, all lesser aspirations find 
their proper places in harmonious subservience. Simplicity 
in taste, in appetite, in habits of life, with a corresponding in- 
difference to worldly honors and aggrandizement, is the natural 
result of the predominance of a divine and unselfish idea. 
Under the guidance of such a sentiment, virtue is not an 
effort, but a law of nature, like gravitation. It is vice alone 
that seems unaccountable, — monstrous, — well-nigh miracu- 
lous. Purity is felt to be as necessary to the mind as health to 
the body, and its absence alike the inevitable source of pain. 

7. A true life must be calm. A life imperfectly directed is 
made wretched through distraction. We give up our youth 
to excitement, and wonder that a decrepit old age steals upon 
us so soon. We wear out our energies in strife for gold or 
fame, and then wonder alike at the cost and the worthlessness 
of the meed. " Is not the life more than meat ? " Ay, 
truly ! but how few have practically, consistently, so regarded 
it ! And little as it is regarded by the imperfectly virtuous, 
how much less by the vicious and the woridling ! 

8. What a chaos of struggling emotions is exhibited by the 
lives of the multitude ! How like the wars of the infuriated ani- 
malculae in a magnified drop of water is the strife constantly 
waged in each little mind ! How Sloth is jostled by Gluttony, 
Pride wrestled with by Avarice, and Ostentation bearded by 
Meanness ! The soul which is not large enough for the in- 
dwelling of one virtue affords lodgment, and scope, and arena 
for a hundred vices. But their warfare can not be indulged 



THE INSTITUTE HEADER. 93 

with impunity. Agitation and wretchedness are the inevita- 
ble consequences, in the midst of which the flame of life burns 
flaringly and swiftly to its close. 

9. A true life must be genial and joyous. The man who is 
not happy in the path he has chosen may be very sure he has 
chosen amiss or is self-deceived. But not merely happier, he 
should be kinder, gentler, and more elastic in spirits, as well as 
firmer and truer. " I love God and little children," says a 
German poet. The good are ever attracted and made happier 
by the presence of the innocent and lovely ; and he who finds 
his religion averse to, or a restraint upon, the truly innocent 
pleasures and gayeties of life, so that the latter do not inter- 
fere with and jar upon its sublimer objects, may well doubt 

whether he has indeed " learned of Jesus." 

Horace Greeley, 

WORD ANALYSIS AND DEFINITIONS. 

Ag gran' dize merit, the act of enlarging or elevating. 

An i mar cu lae (plural of animalcula), animalcules, or very small 
animals, — too small to be seen with the naked eye. 

A re' na (in the Latin, sand), a place of public contest. In the ancient 
amphitheaters it was covered with sand. 

Ex trav' a gance (extra, beyond ; vagance, a wandering), a going be- 
yond due limits ; wastefulness ; excess. 

I dol' a ter (idol, image, later, one who worships), a worshiper of im- 
ages or idols. 

Ig no' ble (ig for in, not), not noble ; mean ; worthless. 

Im pu' ni ty (im, not ; pun, punish ; ity, state of being), state of being 
without punishment ; exemption from penalty. 

In ev' i ta ble (evit, avoid), not to be avoided ; unavoidable. 

Pre dom' in ance (pre, before ; dominance, rule), superior rule ; as- 
cendency. 

Sin' is ter (Latin, left), left ; unlucky ; dishonest. 

Sub serv' i ence (sub, under ; servience, serving), state of serving as 
an inferior or subordinate. 

Ten'e ment (tene, hold ; ment, that which), anything held ; a dwell- 
ing-house, erected for the purpose of being rented. 



NOTES ON SELECTIONS FROM FIFTH EEADEE. 



The elocutionary matter selected from the New Graded Fiftr 
Reader, although brief, affords ample scope for all needed drill in in. 
stitutes or normal classes. 

Institute instructors and teachers are well aware that intelligence and 
a cultivated literary "taste underlie good elocution. 

No emotional reading is possible where the mind does not compre 
hend readily the fine shades of thought to be expressed. 

The examples here given to illustrate each point of vocal culture, can 
be committed to memory quite easily by taking one type example daily 
and reviewing frequently. 

When these type examples are once fixed well in mind, they become? 
the key-note to reading. 

38. Require the pupils to prepare a diagram of Elocution, somewhat 
as follows. Have them define and illustrate some part daily, using a 
few moments on the diagram before the other part of the reading lesson 
is taken up* 



THE INSTITUTE READEB. 



95 



INFLECTION 



r RISING. 
FALLING. 
CIRCUMFLEX. 
MONOTONE. 



2 



h 
o 



w 



EMPHASIS. 



PAUSES, 



f ABSOLUTE. f Stress. 

SECURED BY <! Pause. 



k ANTITHETIC. 

f GRAMMATICAL. 
\ RHETORICAL. 



Inflexion. 







High. 




r PITCH. 


Middle. 
Low. 




FORCE. 


r Loud. 




Middle. 


TONES 




, Soft. 


EPENDING ON 




Quick. 




QUANTITY. « 


Medium. 
Slow. 

Pure. 




; QUALITY. « 


Orotund. 

Aspirated 

Guttural. 



96 THE INSTITUTE READER. 

39. Before beginning the reading lessons of the Fifth Reader, re- 
quire the pupil to copy the following outline and keep it by him as a 
guide in the preparation of his lessons. 

It is very important that a few lessons should be studied as to all the 
points applicable. Afterward the selections may be studied as to par- 
ticular points designated by the instructor. This can be done by simply 
writing the numbers of the desired points on the blackboard. Thus, 1, 
2, 4, and 6 appearing on the board, the pupil will prepare his lesson with 
special reference to those points. 



OUTLINE FOE STUDY IN FIFTH READER. 

1. State in writing the exact purport of the piece. 

2. Write an abstract following the author's line of thought. 

3. Give the exact meaning of the Nouns and Verbs. 

4. Give the composition and analysis of the same. 

5. Make a special study of the Epithets. 

c Geographical. 

6. Explain the allusions ) Historical. 

( Biographical. 

7. Explain the Similes and Metaphors. 

8. Recite from memory an exact quotation. 

9. Commit the selection to memory. 
Transpose into prose. 
Attend to the scanning. 

One lesson thoroughly prepared on the above outline, is of more 
benefit to pupils or teacher than twenty as usually read. 



10. If Poetry \ ^ 



LESSON XLIII. 

For first day prepare this lesson with special reference to Points 1, 6, 
and 8 of the outline. 

For second day take up Points 3 and 4. 

For third day Points 5 and 7. 

For fourth day review and add Point 2. 

For fifth day complete the study by the outline on all points 
applicable. 

LESSON LIX. 

Prepare this lesson on Points 1, 2, 7, and 9 of the outline. 
In the study of the other selections, let the instructor designate the 
points of the outline to be used in the preparation of the lesson. 



SELECTIONS 



FROM 



THE LITERARY READER 



SHAKESPEARE. 

1564- 1616. 

William Shakespeare, dramatist and poet, was born at Stratford-on-Avon, England, in 
April, 1564. Of his early life almost nothing is known. It is believed that he was a student 
in the free school at Stratford, and that in his youth he assisted his father in the latter's busi- 
ness, which was that of a wool-dealer and glover. That he formally entered upon any definite 
calling we have no proof; hut critics have found evidence in his writings of his familiarity with 
various professions : Malone, one of his acutest commentators, firmly insisted that Shakespeare 
was a lawyer's clerk. At the age of eighteen he married Anne Hathaway, then eight years his 
senior. Of this union only a vague report that it proved uncongenial has come down to us. In 
1586 or 1587 Shakespeare seems to have gone to London, and two years later appears as one of 
the proprietors of the Blackfriars Theater. In the few years next following he became known 
as a playwright, and in 1593 he published his first poem, Venus and Adonis. The dates of publi- 
cation of his plays are not settled beyond doubt ; but the best authorities place Henry VI. first 
and The Tempest last, all included between 1589 and 1611. Shakespeare was an actor as well as 
a writer of plays, and remained on the stage certainly as late as 1603. Two years later he 
bought a handsome house at Stratford, and lived therein, enjoying the friendship and respect of 
his neighbors till his death in 1616. 

Meager as is the foregoing sketch, it yet embodies, with a few trifling exceptions, all the known 
facts as to Shakespeare's life. A mist seems to have settled over " the most illustrious of the 
sons of man," almost wholly hiding his personality from curious and admiring posterity. Of 
many of his contemporary writers, and of some who preceded him, comparatively full particulars 
have come down to us : Edmund Spenser stands out conspicuous among the bright lights of 
the Elizabethan age ; the genial face and the personal habits of " rare Ben Jonson " are almo3< 
familiar to us ; and even of Chaucer, the father of English literature, we possess a reasonably 
distinct portraiture ; hut Shakespeare, the man, is lost to us in the darkness of the past. In his 
works, however, he lives, and will live while written records survive. 

The name of Shakespeare is so pre-eminently famous, standing out in the firmament of litera- 
ture "like the moon among the lesser stars," that no attempt to convey an idea of his greatness 
seems to he necessary here. We content ourselves, therefore, with quoting the opinions of a few 
of those who have been worthy to judge him. 

Dr. Samuel Johnson says : " The stream of time, which is continually washing the dissolvable 
fabrics of other poets, passes without injury by the adamant of Shakespeare." 

Thomas De Quincey says : " In the gravest sense it may be affirmed of Shakespeare that he is 
among the modern luxuries of life ; it was his prerogative to have thought more finely and more 
extensively than all other poets combined." 

Lord Jeffrey says : " More full of wisdom and ridicule and sagacity than all the moralists that 
ever existed, he is more wild, airy, and inventive, and more pathetic and fantastic, than all the 
poets of all regions and ages of the world." 

Lord Macaulay pronounced Shakespeare " the greatest poet that ever lived," and esteemed 



100 THE INSTITUTE HEADER. 

Othello, the play from which our first selection is taken, as " perhaps the greatest work in the 
world." 

Thomas Carlyle bears this characteristic testimony : " Of this Shakespeare of ours, perhaps the 
opinion one sometimes hears a little idolatrously expressed is, in fact, the right one ; I think the 
best judgment is slowly pointing to the conclusion that Shakespeare is the chief of all poets 
hitherto, the greatest intellect who, in our recorded world, has left record of himself in the way 
of literature. On the whole, I know not such a power of vision, such a faculty of thought, if we 
take all the characters of it, in any other man. Such a calmness of depth, placid, joyous strength, 
all things imaged in that great soul of his so true and clear, as in a tranquil, unfathomable sea ! " 



OTHELLO'S SPEECH TO THE SENATE. 

Most potent, grave, and reverend signiors, 

My very noble and approved good masters, — 

That I have ta'en away this old man's daughter, 

It is most true ; true, I have married her ; 

The very head and front of my offending 

Hath this extent, no more. Eude am I in speech, 

And little blessed with the set phrase of peace ; 

For since these arms of mine had seven years' pith, 

Till iioav some nine moons wasted, they have used 

Their dearest action in the tented field ; 

And little of this great world can I speak, 

More than pertains to feats of broil and battle ; 

And therefore little shall I grace my cause 

In speaking for myself. Yet, by your gracious patience, 

I will a round unvarnished tale deliver 

Of my whole course of love ; what drugs, what charms, 

What conjuration, and what mighty magic 

(For such proceeding I am charged withal), 

I won his daughter with. 

Her father loved me ; oft invited me ; 

Still questioned me the story of my life, 

From year to year ; the battles, sieges, fortunes, 

That I have passed. 

I ran it through, even from my boyish days, 

To the very moment that he bade me tell it. 

Wherein I spake of most disastrous chances, 

Of moving accidents by flood and field, 

Of hair-breadth 'scapes i' the imminent deadly breach ; 

Of being taken by the insolent foe, 

And sold to slavery ; of my redemption thence, 



THE INSTITUTE READER. 101 

And portance in my travel's history ; 

Wherein of antres vast, and deserts idle, 

Bough quarries, rocks, and hills whose heads touch heaven, 

It was my hint to speak ; — such was the process ; — 

And of the cannibals that each other eat, 

The Anthropophagi, and men whose heads 

Do grow beneath their shoulders. This to hear, 

Would Desdemona seriously incline : 

But still the house affairs would draw her thence ; 

Which ever as she could with haste despatch, 

She 'd come again, and with a greedy ear 

Devour up my discourse : which I observing, 

Took once a pliant hour, and found good means 

To draw from her a prayer of earnest heart, 

That I would all my pilgrimage dilate, 

Whereof by parcels she had something heard, 

But not intentively. I did consent ; 

And often did beguile her of her tears, 

When I did speak of some distressful stroke 

That my youth suffered. My story being done, 

She gave me for my pains a world of sighs : 

She swore — In faith, 't was strange, 't was passing strange ; 

'T was pitiful, 't was wondrous pitiful : 

She wished she had not heard it ; yet she wished 

That Heaven had made her such a man : she thanked me ; 

And bade me, if I had a friend that loved her, 

I should but teach him how to tell my story, 

And that would woo her. Upon this hint, I spake : 

She loved me for the dangers I had passed ; 

And I loved her, that she did pity them. 

This only is the witchcraft I have used. 

THE WINNING OF JULIET * 

Juliet. Thou know'st the mask of night is on my face : 
Else would a maiden blush bepaint my cheek, 
For that which thou hast heard me speak to-night. 

* An extract from the love scene in the garden, in the play of Romeo and Juliet. Romeo, in 
ambnscade at night, is discovered by Juliet listening to her declaration of love for him. 



102 THE INSTITUTE READER. 

Fain would I dwell on form, fain, fain deny 
What I have spoke : but farewell compliment ! 
Dost thou love me ? I know thou wilt say. Ay : 
And I will take thy word ; yet, if thou swear' st, 
Thou mayst prove false ; at lovers' perjuries, 
They say, Jove laughs. O gentle Romeo, 
If thou dost love, pronounce it faithfully : 
Or if thou think'st I am too quickly won, 
I '11 frown and be perverse, and say thee nay, 
So thou wilt woo ; but else, not for the world. 
In truth, fair Montague, I am too fond ; 
And therefore thou mayst think my 'havior light. 
But trust me, gentleman, I '11 prove more true 
Than those that have more cunning to be strange. 
I should have been more strange, I must confess, 
But that thou overheard'st, ere I was 'ware, 
My true love's passion ; therefore pardon me ; 
And not impute this yielding to light love, 
Which the dark night hath so discovered. 

Eomeo. Lady, by yonder blessed moon I swear, 
That tips with silver all these fruit-tree tops — 

Juliet. O, swear not by the moon, the inconstant moon, 
That monthly changes in her circled orb, 
Lest that thy love prove likewise variable. 

Komeo. What shall I swear by ? 

Juliet. Do not swear at all, 

Or, if thou wilt, swear by thy gracious self, 
Which is the god of my idolatry, 
And I '11 believe thee. 

Romeo. If my heart's dear love — 

Juliet. Well, do not swear : although I joy in thee, 
I have no joy of this contract to-night ; 
It is too rash, too unadvised, too sudden : 
Too like the lightning, which doth cease to be 
Ere one can say, It lightens. Sweet, good night ! 
This bud of love, by summer's ripening breath, 
May prove a beauteous flower when next we meet. 
Good night, good night ! as sweet repose and rest 
Come to thy heart, as that within my breast ! 



THE INSTITUTE READER. 103 

Romeo. O, wilt thou leave me so unsatisfied ? 

Juliet. What satisfaction canst thou have to-night ? 

Romeo. The exchange of thy love's faithful vow for mine. 

Juliet. I gave thee mine before thou didst request it : 
And yet I would it were to give again. 

Romeo. Wouldst thou withdraw it? for what purpose, love? 

Juliet. But to be frank, and give it thee again. 
And yet I wish but for the thing I have : 
My bounty is as boundless as the sea, 
My love as deep ; the more I give to thee, 
The more I have, for both are infinite. 



WOLSEY ON THE VICISSITUDES OF LIFE * 

Farewell, a long farewell, to all my greatness. 
This is the state of man ; to-day he puts forth 
The tender leaves of hope, to-morrow blossoms, 
And bears his blushing honors thick upon him ; 
The third day comes a frost, a killing frost ; 
And, when he thinks, good easy man, full surely 
His greatness is a-ripening, — nips his root, 
And then he falls, as I do. I have ventured, 
Like little wanton boys that swim on bladders, 
This many summers in a sea of glory ; 
But far beyond my depth ; my high-blown pride 
At length broke under me ; and now has left me, 
Weary, and old with service, to the mercy 
Of a rude stream, that must forever hide me. 
Vain pomp and glory of this world, I hate ye ; 
I feel my heart new opened : O, how wretched 
Is that poor man that hangs on princes' favors ! 
There is, betwixt that smile we would aspire to, 
That sweet aspect of princes, and their ruin, 
More pangs and fears, than wars or women have ; 
And when he falls, he falls like Lucifer, 
Never to hope again. 

* Cardinal Wolsey was one of the highest officers of King Henry VIII. of England. Being 
suddenly deprived of all his honors by the king, and consequently disgraced, Shakespeare rep- 
resents him as uttering this speech on retiring from office. 



104 THE INSTITUTE READER. 



HAMLET'S SOLILOQUY. 

To be, or not to be, — that is the question : — 

Whether 't is nobler in the mind to suffer 

The slings and arrows of outrageous fortune ; 

Or to take arms against a sea of troubles, 

And, by opposing, end them ? — To die, — to sleep, — 

No more ; — and, by a sleep, to say we end 

The heart-ache, and the thousand natural shocks 

That flesh is heir to, — 't is a consummation 

Devoutly to be wished. To die ; — to sleep ; — 

To sleep ! perchance to dream ; — ay, there 's the rub : 

For in that sleep of death what dreams may come, 

When we have shuffled off this mortal coil, 

Must give us pause ; there 's the respect 

That makes calamity of so long life : 

For who would bear the whips and scorns of time, 

The oppressor's wrong, the proud man's contumely, 

The pangs of despised love, the law's delay, 

The insolence of office, and the spurns 

That patient merit of the unworthy takes, 

When he himself might his quietus make 

With a bare bodkin ? who would fardels bear, 

To grunt and sweat under a weary life ; 

But that the dread of something after death, — 

The undiscovered country, from whose bourn 

No traveler returns, — puzzles the will ; 

And makes us rather bear those ills we have, 

Than fly to others that we know not of ? 

Thus conscience does make cowards of us all ; 

And thus the native hue of resolution 

Is sicklied o'er with the pale cast of thought ; 

And enterprises of great pith and moment, 

With this regard, their currents turn awry, 

And lose the name of action. 



THE INSTITUTE READER. 105 

SCOTT. 

1771-1832. 

Sir Walter Scott, the most famous of historical novelists, was born in Edinburgh in 1771 
and died in 1832. He studied at the University of Edinburgh, read law, and in 1792 was called 
to the bar. In 1799 he was appointed Sheriff, in 1806 was made Clerk of the Court of Session, 
and in 1820, when he was forty-nine years old, received a baronetcy. His rivst literary effort 
was a translation of some of Burger's ballads, which was published in 1796. Other translations 
followed, with three or four original poems ; but not until 1805 did Scott attain the place of 
literary eminence which he forever after held and adorned. His first grand success was The 
Lay of the Last Mitistrel, which appeared in that year, and was received with almost universal 
praise. Marmion, The Lady of the Lake, Rokeby, and other poems, were issued in quick suc- 
cession, each confirming his poetical reputation and spreading his fame. But Scott is better 
known to the world as a novelist than as a poet, and a few words descriptive of his remarkable 
career in fiction seem to be necessary to the completeness of this sketch. In 1814 Waverley 
was issued at Edinburgh, and instantly attracted attention. No author's name appeared on the 
title-page, and the public was left in a state of painful doubt as to the source of so brilliant a 
book. Its perplexity was naturally increased, the next year, by the appearance of Guy Man- 
nering, and, at brief intervals, of its successors. Scott was suspected of the authorship of these 
books, but stoutly denied it ; and not till many years later did he confess the truth. Space will 
not permit us to dwell upon the pecuniary troubles which clouded the last years of the great 
novelist. In all the history of literature there is no record of such labors as his ; one admires 
his lofty sense of honor, his unyielding fortitude, and his almost superhuman power of applica- 
tion with equal warmth. The secret of Scott's success may be said to lie in his felicitous em- 
ployment of common topics, images, and expressions, such as all readers can appreciate. Another 
source of his strength was his intense nationality : no writer before him had so vividly illustrat- 
ed the characteristics of Scottish life and character. His novels were and are popular because 
they deal with real life, and avoid the meditative and speculative habits which are wearisome 
to the common reader. Not conspicuously surpassing all other novelists in single qualities, 
Scott yet possessed and combined all the qualities necessary for his work in such nice and 
harmonious adjustment as has never been witnessed in any other man. While his novels fasci- 
nate and entertain with an enduring yet indescribable charm, they also convey much valuables 
information as to the life of the times of which they treat. 



THE TOMB OF ROBERT BRUCE * 

Such of the Scottish knights as remained alive returned to their 
own country. They brought back the heart of the Bruce and the 
bones of the good Lord James. These last were interred in the 
church of St. Bride, where- Thomas Dickson and Douglas held so 
terrible a Palm Sunday. The Bruce's heart was buried below the 
high altar in Melrose Abbey. As for his body, it was laid in the 
sepulcher in the midst of the church of Dunfermline, under a marble 

* Robert Bruce, King of Scots, was born in 1274. He was a man of great valor, and waged, 
with varving fortune, incessant war against the English. He finally gained a decisive victory 
over the 'army of Edward II. at the famous battle of Bannockburn in 1314, which resulted in 
the independence of Scotland. 



106 THE INSTITUTE READER. 

stone. But the church becoming afterwards ruinous, and the roof 
falling down with age, the monument was broken to pieces, and 
nobody could tell where it stood. But a little while ago, when they 
were repairing the church at Dunfermline, and removing the rubbish, 
lo ! they found fragments of the marble tomb of Robert Bruce. Then 
they began to dig farther, thinking to discover the body of this cele- 
brated monarch ; and at length they came to the skeleton of a tall man, 
and they knew it must be that of King Robert, both as he was known 
to have been buried in a winding-sheet of cloth of gold, of which 
many fragments were found about this skeleton, and also because the 
breastbone appeared to have been sawed through, in order to take out 
the heart. So orders were sent from the King's Court of Exchequer 
to guard the bones carefully, until a new tomb should be prepared, 
into which they were laid with profound respect. A great many 
gentlemen and ladies attended, and almost all the common people 
in the neighborhood; and as the church could not hold half the 
numbers, the people were allowed to pass through it, one . after an- 
other, that each one, the poorest as well as the richest, might see all 
that remained of the great King Robert Bruce, who restored the 
Scottish monarchy. Many people shed tears ; for there was the 
wasted skull which once was the head that thought so wisely and 
boldly for his country's deliverance ; and there was the dry bone 
which had once been the sturdy arm that killed Sir Henry de Bohun, 
between the two armies, at a single blow, on the evening before the 
battle of Bannockburn. 

It is more than five hundred years since the body of Bruce was 
first laid into the tomb ; and how many, many millions of men have 
died since that time, whose bones could not be recognized, nor their 
names known, any more than those of inferior animals ! It was a 
great thing to see that the wisdom, courage, and patriotism of a 
King could preserve him for such a long time in the memory of the 
people over whom he once reigned. But then, my dear child, you 
must remember, that it is only desirable to be remembered for praise- 
worthy and patriotic actions, such as those of Robert Bruce. It 
would be better for a prince to be forgotten like the meanest peasant, 
than to be recollected for actions of tyranny or oppression, 



THE INSTITUTE READER. 107 



LOCHINVAR.— LADY HERON'S SONG. 

0, young Lochinvar is coine out of the west, 
Through all the wide Border his steed was the best, 
And save his good broadsword he weapons had none ; 
He rode all unarmed, and he rode all alone. 
So faithful in love, and so dauntless in war, 
There never was knight like the young Lochinvar. 

He stayed not for brake, and he stopped not for stone, 

He swam the Eske river where ford there was none ; 

But, ere he alighted at Netherby gate, 

The bride had consented, the gallant came late : 

For a laggard in love, and a dastard in war, 

Was to w T ed the fair Ellen of brave Lochinvar. 

So boldly he entered the Netherby hall, 

Among bride's-men and kinsmen, and brothers and all : 

Then spoke the bride's father, his hand on his sword 

(For the poor craven bridegroom spoke never a word), 

" O, come ye in peace here, or come ye in Avar, 

Or to dance at our bridal, young Lord Lochinvar ? " 

" I long wooed your daughter, my suit you denied ; — 
Love swells like the Solway, but ebbs like its tide, — 
And now I am come, with this lost love of mine, 
To lead but one measure, drink one cup of wine. 
There are maidens in Scotland more lovely by far, 
That would gladly be bride to the young Lochinvar." 

The bride kissed the goblet ; the knight took it up, 
He quaffed off the wine, and he threw down the cup, 
She looked down to blush, and she looked up to sigh, 
With a smile on her lips and a tear in her eye. 
He took her soft hand, ere her mother could bar, — 
" Now tread we a measure ! " said young Lochinvar. 

So stately his form, and so lovely her face, 
That never a hall such a galliard did grace ; 



108 THE INSTITUTE READER. 

While her mother did fret, and her father did fume, 
And the bridegroom stood dangling his bonnet and plume ; 
And the bride-maidens whispered, " 'T were better by far 
To have matched our fair cousin with young Lochinvar." 

One touch to her hand, and one word in her ear, 

When they reached the hall-door, and the charger stood near ; 

So light to the croupe the fair lady he swung, 

So light to the saddle before her he sprung ! 

" She is won ! we are gone, over bank, bush, and scaur ; 

They '11 have fleet steeds that follow," quoth young Lochinvar. 

There was mounting 'mong Graemes of the Netherby clan ; 

Porsters, Fenwicks, and Musgraves, they rode and they ran ; 

There was racing, and chasing, on Cannobie Lee, 

But the lost bride of Netherby ne'er did they see. 

So daring in love, and so dauntless in war, 

Have ye e'er heard of gallant like young Lochinvar ? 



THE LAST MINSTREL, 

The way was long, the wind was cold, 
The Minstrel was infirm and old ; 
His withered cheek, and tresses gray, 
Seemed to have known a better day ; 
The harp, his sole remaining joy, 
Was carried by an orphan boy : 
The last of all the Bards was he, 
Who sung of Border chivalry ; 
For, well-a-day ! their date was fled, 
His tuneful brethren all were dead ; 
And he, neglected and oppressed, 
Wished to be with them, and at rest. 
No more, on prancing palfrey borne, 
He caroled, light as lark at morn ; 
No longer, courted and caressed, 
High placed in hall, a welcome guest, 
He poured, to lord and lady gay, 
The unpremeditated lay : 



THE INSTITUTE READER. 109 

Old times were changed, old manners gone ; 
A stranger fills the Stuarts' throne; 
The bigots of the iron time 
Had called his harmless art a crime. 
A wandering harper, scorned and poor, 
He begged his way from door to door ; 
And tuned, to please a peasant's ear, 
The harp a King had loved to hear. 



THE LOVE OF COUNTRY. 

Breathes there the man with soul so dead, 
Who never to himself hath said, 

This is my own, my native land ? 
Whose heart hath ne'er within him burned 
As home his footsteps he hath turned, 

From wandering on a foreign strand ? 
If such there breathe, go, mark him well ; 
For him no minstrel raptures swell ! 
High though his titles, proud his name, 
Boundless his wealth as wish can claim : 
Despite those titles, power, and pelf, 
The wretch, concentered all in self, 
Living, shall forfeit fair renown, 
And doubly dying, shall go down 
To the vile dust, from whence he sprung, 
Unwept, unhonored, and unsung. 



Some feelings are to mortals given, 

With less of earth in them than heaven : 

And if there be a human tear 

From passion's dross refined and clear, 

A tear so limpid and so meek, 

It would not stain an angel's cheek, 

'T is that which pious fathers shed 

Upon a duteous daughter's head ! 



110 THE INSTITUTE READER. 

BRYANT. 

1797- 1878. 

William Cullen Bryant, who may be said to share with Longfellow the first place in the 
list of American poets, was born in Cummington, Massachusetts, in 1797, and died in New York 
City in 1878, from the effects of a sun-stroke. His precocity was remarkable. At the age of ten 
he made translations from the Latin poets, which were published, and three years later wrote 
The Embargo, a satirical poem of great merit. He studied law, and practiced that profession 
for some time in Great Barrington, Massachusetts. His early productions were regarded as the 
work of a precocious genius which would surely spend itself in these premature efforts ; but the 
appearance of Thanatopsis, which was written in his nineteenth year, and was published in the 
North American Review, proved conclusively that he was not a mere youthful prodigy. In 1825 
he removed to New York, and, with a partner, established the New Fork Review and Athenaeum 
Magazine, to which he contributed some of his best poems. The next year he became editor of 
the Evening Post, which place he held at the time of his death. While he is best known by his 
poems, Mr. Bryant is considered by the best authorities one of the finest prose writers in the 
country. In England his poetry is held in high esteem ; Thanatopsis, To a Waterfowl, Green 
River, etc., have received earnest praise from the leading English critics. Mr. Bryant was dis- 
tinctively a student and interpreter of Nature ; all her aspects and voices were familiar to him, 
and are reproduced in his poetry with a solemn and ennobling beauty which has never been 
attained by any other American poet. In many respects his verse resembles Wordsworth's ; but 
its spirit is less introspective, and appeals more directly to the common understanding. Another 
striking characteristic of Mr. Bryant's poetry is its lofty moral tone, which is the eloquence of a 
great intellect warmed and controlled by high and pure impulses. 

THE DEATH OF THE FLOWERS. 

The melancholy days are come, the saddest of the year, 

Of wailing winds, and naked woods, and meadows brown and sear. 

Heaped in the hollows of the grove the withered leaves lie dead ; 

They rustle to the eddying gust and to the rabbit's tread. 

The robin and the wren are flown, and from the shrubs the jay, 

And from the wood-top calls the crow through all the gloomy day. 

Where are the flowers, the fair young flowers, that lately sprung and 

stood 
In brighter light and softer airs, a beauteous sisterhood ? 
Alas ! they all are in their graves ; the gentle race of flowers 
Are lying in their lowly beds, with the fair and good of ours. 
The rain is falling where they lie ; but the cold November rain 
Calls not from out the gloomy earth the lovely ones again. 

The wind-flower and the violet, they perished long ago, 

And the brier-rose and the orchis died amid the summer's glow ; 

But on the hill the golden-rod, and the aster in the wood, 



THE INSTITUTE READER. HI 

And the yellow sunflower by the brook in autumn beauty stood, 

Till fell the frost from the clear cold heaven, as falls the plague on 

men, 
And the brightness of their smile was gone from upland, glade, and 

glen. 

And now, when comes the calm mild day, as still such days will 

come, 
To call the squirrel and the bee from out their winter home ; 
When the sound of dropping nuts is heard, though all the trees are 

still, 
And twinkle in the smoky light the waters of the rill, 
The south-wind searches for the flowers whose fragrance late he bore, 
And sighs to find them in the wood and by the stream no more. 

And then I think of one who in her youthful beauty died, 

The fair meek blossom that grew up and faded by my side. 

In the cold moist earth we laid her, when the forests cast the leaf, 

And we wept that one so lovely should have a life so brief; 

Yet not unmeet it was that one, like that young friend of ours, 

So gentle and so beautiful, should perish with the flowers. 

THANATOPSIS. 

To him who in the love of Nature holds 
Communion with her visible forms, she speaks 
A various language ; for his gayer hours 
She has a voice of gladness, and a smile 
And eloquence of beauty ; and she glides 
Into his darker musings with a mild 
And gentle sympathy that steals away 
Their sharpness ere he is aware. When thoughts 
Of the last bitter hour come like a blight 
Over thy spirit, and sad images 
Of the stern agony, and shroud, and pall, 
And breathless darkness, and the narrow house, 
Make thee to shudder and grow sick at heart, 
Go forth unto the open sky, and list 
To Nature's teachings, while from all around — 



112 THE INSTITUTE READER. 

Earth and her waters, and the depths of air — 

Comes a still voice : Yet a few days, and thee 

The all-beholding sun shall see no more 

In all his course ; nor yet in the cold ground, 

Where thy pale form was laid with many tears, 

Nor in the embrace of ocean, shall exist 

Thy image. Earth, that nourished thee, shall claim 

Thy growth, to be resolved to earth again, 

And, lost each human trace, surrendering up 

Thine individual being, shalt thou go 

To mix forever with the elements ; 

To be a brother to the insensible rock, 

And to the sluggish clod which the rude swain 

Turns with his share and treads upon. The oak 

Shall send his roots abroad, and pierce thy mould. 

Yet not to thy eternal resting-place 
Shalt thou retire alone, — nor couldst thou wish 
Couch more magnificent. Thou shalt lie down 
With patriarchs of the infant world, — with kings, 
The powerful of the earth, — the wise, the good, 
Eair forms and hoary seers of ages past, 
All in one mighty sepulcher. The hills, 
Eock-ribbed and ancient as the sun ; the vales, 
Stretching in pensive quietness between ; 
The venerable woods ; rivers that move 
In majesty, and the complaining brooks, 
That make the meadows green ; and, poured round all, 
Old ocean's gray and melancholy waste, — 
Are but the solemn decorations all 
Of the great tomb of man. The golden sun, 
The planets, all the infinite host of heaven, 
Are shining on the sad abodes of death 
Through the still lapse of ages. All that tread 
The globe are but a handful to the tribes 
That slumber in its bosom. Take the wings 
Of morning, traverse Barca's desert sands, 
Or lose thyself in the continuous woods 
Where rolls the Oregon, and hears no sound 
Save his own dashings, — yet the dead are there. 



THE INSTITUTE HEADER. 113 

And millions in those solitudes, since first 
The flight of years began, have laid them down 
In their last sleep ; — the dead reign there alone. 
So shalt thou rest ; and what if thou withdraw 
In silence from the living, and no friend 
Take note of thy departure ? All that breathe 
Will share thy destiny. The gay will laugh 
When thou art gone, the solemn brood of care 
Plod on, and each one, as before, will chase 
His favorite phantom ; yet all these shall leave 
Their mirth and their employments, and shall come 
And make their bed with thee. As the long train 
Of ages glide away, the sons of men — 
The youth in life's green spring, and he who goes 
In the full strength of years, matron and maid, 
The bowed with age, the infant in the smiles 
And beauty of its innocent age cut off — 
Shall one by one be gathered to thy side 
By those who in their turn shall follow them. 

So live, that when thy summons comes to join 
The innumerable caravan that moves 
To the pale realms of shade, where each shall take 
His chamber in the silent halls of death, 
Thou go not, like the quarry- slave at night, 
Scourged to his dungeon, but, sustained and soothed 
By an unfaltering trust, approach thy grave 
Like one who wraps the drapery of his couch 
About him, and lies down to pleasant dreams. 



TO A WATERFOWL. 

Whither, midst falling dew, 
While glow the heavens with the last steps of day, 
Far, through their rosy depths, dost thou pursue 

Thy solitary way ? 

Vainly the fowler's eye 
Might mark thy distant flight to do thee wrong, 
As, darkly painted on the crimson sky, 

Thv figure floats along. 



114 THE INSTITUTE READER. 

Seek'st thou the plashy brink 
Of weedy lake, or marge of river wide, 
Or where the rocking billows rise and sink 

On the chafed ocean side ? 

There is a Power whose care 
Teaches thy way along that pathless coast, — 
The desert and illimitable air, — 

Lone wandering, but not lost. 

All day thy wings have fanned, 
At that far height, the cold, thin atmosphere ; 
Yet stoop not, weary, to the welcome land, 

Though the dark night is near. 

And soon that toil shall end ; 
Soon shalt thou find a summer home, and rest, 
And scream among thy fellows ; reeds shall bend 

Soon o'er thy sheltered nest. 

Thou 'rt gone, the abyss of heaven 
Hath swallowed up thy form ; yet on my heart 
Deeply hath sunk the lesson thou hast given, 

And shall not soon depart : 

He who, from zone to zone, 
Guides through the boundless sky thy certain flight, 
In the long way that I must tread alone, 

Will lead my steps aright. 



Truth, crushed to earth, shall rise again, — 
The eternal years of God are hers ; 

But Error, wounded, writhes in pain, 
And dies among his worshipers. 



THE INSTITUTE READER. 115 

MOTLEY. 

1814-1877. 

John Lothrop Motley, one of the most eminent of American historians, was born in Dor- 
chester, Massachusetts, in 1814, and died in England in June, 1877. Graduating at Harvard 
College at the age of seventeen, he went to Europe, where he spent several years in preparation 
for a task to which he had early devoted himself, — the writing of a History of the Rise of th> 
Dutch Republic. Young as he was, he had already produced two novels, Morton's Hope, or The 
Memoirs of a Provincial, and Merry Mount, A Romance of the Massachusetts Colony, which were 
long ago forgotten. After fifteen years of arduous labor he finished his History, and its recep- 
tion on both sides of the Atlantic was exceptionally cordial. Mr. Everett said of it that it was, 
in his judgment, " a work of the highest merit," and placed " the name of Motley by the side of 
those of our great American historical trio, — Bancroft, Irving, and Prescott" The instantane- 
ous success of this History — the work of a young and unknown writer — is unprecedented iu 
the annals of historical literature. Not content with this triumph, which assured him of an 
immortality of fame, Mr. Motley at once set about a new enterprise, the results of which appear 
in The History of the United Netherlands, in which the career of the young nation, the story of 
whose birth had been told in the previous work, is described with equal spirit and accuracy. In 
187^ Mr. Motley's third historical work, Life and Death of John of Bunieveld^xKs published; 
and at the time of his death he was at work on a History of the Thirty Fears' War. In common 
with the eminent historians with whom Edward Everett classed him, Mr. Motley possesses in 
rare combination the highest intellectual qualifications for his work. He is especially remark- 
able for a certain breadth of mind which impels him to take comprehensive and exhaustive views 
of his subject. His style is a model of vigor and grace, and in dramatic quality it is equaled by 
that of no other historian of this century. It would be, perhaps, impossible to indicate any other 
historical works than his, of comparatively modern issue, touching which the judgment of critic? 
has been so unanimously favorable. Some foreign reviewers, unable to appreciate, or, perhaps, 
eager to rebuke, the sturdy Republican spirit that animates this American writer, have charged 
him with excessive severity in his denunciation of Spanish despotism ; but with this exception 
his candor and conscientious accuracy have never been impugned. Mr. Motley was appointed 
United States Minister to Austria by President Lincoln, and, after honorable service at Vienna, 
was transferred to England, where he represented this government with conspicuous ability. 
The exigencies of partisan politics required his removal, and the close of his life found him a 
private citizen, fully occupied with congenial literary labors. 

HISTORIC PROGRESS. 

We talk of History. No man can more highly appreciate than I 
do the noble labors of your Society,* and of others in this country, 
for the preservation of memorials belonging to our brief but most 
important past. We can never collect too much of them, nor ponder 
them too carefully, for they mark the era of a new civilization. But 
that interesting past presses so closely upon our sight that it seems 
still a portion of the present; the glimmering dawn preceding tliG 
noontide of to-day. 

* The New York Historical Society. The extract is from an address delivered by Mr. 
Motley before this society, December 16, 1868, the subject being Historic Progress and American 
Democracy. 



116 THE INSTITUTE READER. 

I shall not be misunderstood, then, if I say that there is no such 
thing as human history. Nothing can be more profoundly, sadly 
true. The annals of mankind have never been written, never can be 
written ; nor would it be within human capacity to read them if they 
were written. We have a leaf or two torn from the great book of hu- 
man fate as it flutters in the storm-winds ever sweeping across the 
earth. We decipher them as we best can with purblind eyes, and en- 
deavor to learn their mystery as we float along to the abyss ; but it is 
all confused babble, hieroglyphics of which the key is lost. Consider 
but a moment. The island on which this city stands is as perfect a 
site as man could desire for a great, commercial, imperial city. By- 
zantium,* which the lords of the ancient world built for the capital 
of the earth ; which the temperate and vigorous Turk in the days of 
his stern military discipline plucked from the decrepit hands which 
held the scepter of Caesar and Constantine, and for the succession to 
which the present lords of Europe are wrangling, — not Byzantium, 
nor hundred-gated Thebes,-)- nor London nor Liverpool, Paris nor 
Moscow, can surpass the future certainties of this thirteen-mile-long 
Manhattan. 

And yet it was but yesterday — for what are two centuries and a 
half in the boundless vista of the past ? — that the Mohawk and the 
Mohican were tomahawking and scalping each other throughout these 
regions, and had been doing so for centuries ; while the whole surface 
of this island, now groaning under millions of wealth which oppress 
the imagination, hardly furnished a respectable hunting-ground for a 
single sachem, in his war-paint and moccasins, who imagined himself 
proprietor of the soil. 

But yesterday Cimmerian darkness, primeval night. To-day, 
grandeur, luxury, wealth, power. I come not here to-night to draw 
pictures or pour forth dithyrambics that I may gratify your vanity or 
my own, whether municipal or national. To appreciate the unexam- 
pled advantages bestowed by the Omnipotent upon this favored Ee- 
public, this youngest child of civilization, is rather to oppress the 
thoughtful mind with an overwhelming sense of responsibility ; to 

* Byzantium. The original name of Constantinople, the present capital of the Turkish Em- 
pire. The beauty and convenience of its situation were observed by Constantine the Great, who 
made it the capital of the Eastern Roman Empire a. d. 328, and called it Constantinopolis, i. e. 
the City of Constantine. 

t Thebes. A great city of Egypt which was formerly the capital of that country. It is now 
in ruins, its remains extending for seven miles along both banks of the 3NTile» 



THE INSTITUTE READER. 117 

sadden with quick-coming fears ; to tortnre with reasonable doubts. 
The world's great hope is here. The future of humanity — at least 
for that cycle in which we are now revolving — depends mainly upon 
the manner in which we deal with our great trust. 

The good old times ! Where and when were those good old 
times ? 

" All times when old are good," 

says Byron. 

" And all our yesterdays have lighted fools 
The way to dusty death," 

says the great master of morals and humanity. 

But neither fools nor sages, neither individuals nor nations, have 
any other light to guide them along the track which all must tread, 
save that long glimmering vista of yesterdays which grows so swiftly 
fainter and fainter as the present fades into the past. 

And I believe it possible to discover a law out of all this appar- 
ently chaotic whirl and bustle, this tangled skein of human affairs, as 
it spins itself through the centuries. That law is Progress, — slow, 
confused, contradictory, but ceaseless development, intellectual and 
moral, of the human race. 

It is of Human Progress that I speak to-night. It is of Progress 
that I find a startling result when I survey the spectacle which the 
American Present displays. 

This nation stands on the point towards which other people are 
moving, — the starting-point, not the goal. It has put itself— or 
rather Destiny has placed it — more immediately than other nations 
in subordination to the law governing all bodies political as inexora- 
bly as Kepler's law controls the motions of the planets. 

The law is Progress ; the result, Democracy. 

Sydney Smith once alluded, if I remember rightly, to a person who 
allowed himself to speak disrespectfully of the equator. I have a 
strong objection to be suspected of flattering the equator. Yet were 
it not for that little angle of 23° 27' 26", which it is good enough 
to make with the plane of the ecliptic, the history of this earth and of 
" all which it inherit " would have been essentially modified, even if 
it had not been altogether a blank. 

Out of the obliquity of the equator has come forth our civilization. 
It was long ago observed by one of the most thoughtful writers that 
ever dealt with human history, John von Herder, that it was to the 



118 THE INSTITUTE READEB. 

gradual shading away of zones and alternation of seasons that the 
vigor and variety of mankind were attributable. 

I have asked where and when were the good old times ? This 
earth of ours has been spinning about in space, great philosophers 
tell us, some few hundred millions of years. We are not very famil- 
iar with our predecessors on this continent. For the present, the 
oldest inhabitant must be represented here by the man of Natchez, 
whose bones were unearthed not long ago under the Mississippi bluffs 
in strata which were said to argue him to be at least one hundred 
thousand years old. Yet he is a mere modern, a parvenu on this 
planet, if Ave are to trust illustrious teachers of science, compared with 
the men whose bones and whose implements have been found in high 
mountain- valleys and gravel-pits of Europe ; while these again are 
thought by the same authorities to be descendants of races which 
flourished many thousands of years before, and whose relics science is 
confidently expecting to discover, although the icy sea had once in- 
gulfed them and their dwelling-places. 

We of to-day have no filial interest in the man of Natchez. He was 
no ancestor of ours, nor have he and his descendants left traces along 
the dreary track of their existence to induce a desire to claim relation- 
ship with them. 

We are Americans ; but yesterday we were Europeans, — Nether- 
landers, Saxons, Normans, Swabians, Celts ; and the day before yes- 
terday, Asiatics, Mongolians, what you will. 

The orbit of civilization, so far as our perishing records enable us 
to trace it, seems preordained from East to West. China, India, Pal- 
estine, Egypt, Greece, Rome, are successively lighted up as the majestic 
orb of day moves over them ; and as he advances still farther through 
his storied and mysterious zodiac, Ave behold the shadows of evening 
as surely falling on tk lands Avhich he leaves behind him. 

Man still reeled on, — falling, rising again, staggering forward 
Avith hue and cry at his heels, — a Avounded felon daring to escape 
from the prison to which the grace of God had inexorably doomed 
him. And still there Avas progress. Besides the sword, two other 
instruments grew every day more potent, — the pen and the purse. 

The power of the pen soon created a stupendous monopoly. Clerks 
obtained privilege of murder because of their learning; a Norman 
king gloried in the appellation of " fine clerk," because he could spell ; 
the sons of serfs and washerwomen became high pontiffs, put their 



THE INSTITUTE READER. H9 

feet on the necks of emperors, through the might of education, and 
appalled the souls of tyrants with their weird anathemas. Naturally, 
the priests kept the talisman of learning to themselves. How should 
education help them to power and pelf, if the people could participate 
in the mystic spell ? The icy Deadhand of the Church, ever extended, 
was filled to overflowing by trembling baron and superstitious hind. 

But there was another power steadily augmenting, — the magic 
purse of Fortunatus with its clink of perennial gold. Commerce 
changed clusters of hovels, cowering for protection under feudal cas- 
tles, into powerful cities. Burghers wrested or purchased liberties 
from their lords and masters. 

And still man struggled on. An experimenting friar, fond of 
chemistry, in one corner of Europe, put niter, sulphur, and charcoal 
together ; * a sexton or doctor, in another obscure nook, carved 
letters on blocks of wood • f and lo ! there were explosions shaking 
the solid earth, and causing the iron-clad man on horseback to reel in 
his saddle. 

It was no wonder that Dr. Paustus was supposed to have sold his 
soul to the fiend. Whence but from devilish alliance could he have 
derived such power to strike down the grace of God ? 

Speech, the alphabet, Mount Sinai, Egypt, Greece, Rome, Nazareth, 
the wandering of the nations, the feudal system, Magna Charta, gun- 
powder, printing, the Reformation, the mariner's compass, America, 
— here are some of the great landmarks of human motion. 

As we pause for a moment's rest, after our rapid sweep through the 
eons and the centuries, have we not the right to record proof of man's 
progress since the days of the rhinoceros-eaters of Bedfordshire, of 
the man of Natchez ? 

* The discovery of gunpowder by Berthoklus, a German monk, in 1320. 

t Gutenberg, born in Germany about 1400, is generally called the inventor of printing. He 
was the first to print from letters cut on blocks of wood and metal. He was associated with Dr. 
Faustus, mentioned below. Having printed off numbers of copies of the Bible, to imitate those 
which were commonly sold in manuscript, Hayden says Dr. Faustus undertook the sale of them 
at Paris where printing was then unknown. As he sold his copies for sixty crowns, while the 
scribes demanded five hundred, he created universal astonishment ; but when he produced copies 
as fast as they were wanted, and lowered the price to thirty crowns, all Paris was agitated. The 
uniformity of the copies increased the wonder : informations were given to the police against 
him as a magician, and his lodgings being searched and a great number of copies being found, 
they were seized. The red ink with which they were embellished was supposed to be his blood, 
and it was seriously adjudged that he was in league with the Devil ; and if he had not fled, he 
would have shared the fate of those whom superstitious judges condemned in those days for 
witchcraft, a. d. 1460. The career of Dr. Faustus has formed the subject of numerous dramas, 
romances, and poems, the most notable of which are Goethe's Faust, and the celebrated opera 
of that name. 



120 THE INSTITUTE HEADER. 

And for details and detached scenes in the general phantasmagoria, 
which has been ever shifting before us, we may seek for illustration, 
instruction, or comfort in any age or land where authentic record can 
be found. We may take a calm survey of passionate, democratic 
Greece in her great civil war through the terse, judicial narrative of 
Thucydides ; * we may learn to loathe despotism in that marvelous 
portrait-gallery of crime which the somber and terrible Tacitus f has 
bequeathed ; we may cross the yawning abysses and dreary deserts 
which lie between two civilizations over that stately viaduct of a thou- 
sand arches which the great hand of Gibbon has constructed ; we may 
penetrate to the inmost political and social heart of England, during 
a period of nine years, by help of the magic wand of Macaulay ; we 
may linger in the stately portico to the unbuilt dome which the daring 
genius of Buckle consumed his life in devising ; we may yield to the 
sweet fascinations which ever dwell in the picturesque pages of Pres- 
cott ; we may investigate rules, apply and ponder examples : but the 
detail of history is essentially a blank, and nothing could be more 
dismal than its pursuit, unless the mind be filled by a broad view of 
its general scheme, 

THE RELIEF OF LEYDEN. + 

The besieged city § was at its last gasp. The burghers had been 
in a state of uncertainty for many days ; being aware that the fleet 
had set forth for their relief, but knowing full well the thousand ob- 
stacles which it had to surmount. They had guessed its progress by 
the illumination from the blazing villages, they had heard its salvos 
of artillery on its arrival at North Aa ; but since then all had been 
dark and mournful again, — hope and fear, in sickening alternation, 

* Thucydides. One of the most illustrious of the Greek historians, born 471 b. c. His 
celebrity rests upon his unfinished History of the Peloponnesian War. (See Grote's History of 
Greece.) 

t Tacitus. A celebrated Koman historian, born about 55 a. d. His reputation is chiefly 
founded on his Annals, in sixteen books, which record the history of the Roman Empire from the 
death of Augustus a. d. 14 to the death of Nero a. d. 68. Excepting the seventh, eighth, ninth, 
and tenth books, the work still exists. 

% The extract is from Mr. Motley's brilliant history, The Rise of the Dutch Republic. 

§ Leyden, now a flourishing manufacturing town of South Holland. It was besieged by the 
Spaniards in 1574, when they tried to subdue the Netherlands under their yoke. The siege be- 
gan on 31st October, 1573, and ended on 3d October, 1574. It was relieved by the dikes being 
cut, and the sea let in on the Spanish works. Fifteen hundred Spaniards were slain or drowned. 
The University of Leyden was erected as a memorial of this gallant defense and happy deliver- 
ance. The relief of Leyden was a fatal blow to Spanish power in the Netherlands. 



THE INSTITUTE HEADER. 121 

distracting every breast. They knew that the wind was unfavorable, 
and at the dawn of each day every eye was turned wistfully to the 
vanes of the steeples. So long as the easterly breeze prevailed, they 
felt, as they anxiously stood on towers and house-tops, that they must 
look in vain for the welcome ocean. 

Yet, while thus patiently waiting, they were literally starving ; for 
even the misery endured at Haarlem* had not reached that depth and 
intensity of agony to which Leyden was now reduced. Bread, malt- 
cake, horse-flesh, had entirely disappeared ; dogs, cats, rats, and other 
vermin were esteemed luxuries. A small number of cows, kept as 
long as possible for their milk, still remained ; but a few were killed 
from day to day, and distributed in minute portions, hardly sufficient 
to support life, among the famishing population. Starving wretches 
swarmed daily around the shambles where these cattle were slaugh- 
tered, contending for any morsel which might fall, and lapping eager- 
ly the blood as it ran along the pavement ; while the hides, chopped 
and boiled, were greedily devoured. 

Women and children, all day long, were seen searching gutters and 
elsewhere for morsels of food, which they disputed fiercely with the 
famishing dogs. The green leaves were stripped from the trees, 
every living herb was converted into human food ; but these expedi- 
ents could not avert starvation. The daily mortality was frightful. 
Infants starved to death on the maternal breasts which famine had 
parched and withered ; mothers dropped dead in the streets, with their 
dead children in their arms. 

In many a house the watchmen, in their rounds, found a whole 
family of corpses — father, mother, children — side by side ; for a 
disorder, called " the Plague," naturally engendered of hardship and 
famine, now came, as if in kindness, to abridge the agony of the peo- 
ple. Pestilence stalked at noonday through the city, and the doomed 
inhabitants fell like grass beneath his scythe. From six to eight 
thousand human beings sank before this scourge alone ; yet the 
people resolutely held out, women and men mutually encouraging 
each other to resist the entrance of their foreign foe,f — an evil more 
horrible than pest or famine. 

* Haarlem. Frederick, the son of Alva, starved the little garrison of Haarlem (20 miles 
north of Leyden) into a surrender (1573) ; and then, enraged at the gallant defense they had 
made, butchered them without mercy. When the executioners were worn out with their bloody 
work, he tied the three hundred citizens that remained back to back, and flung them into the sea. 

t The Spaniards. 



122 THE INSTITUTE HEADER. 

Leyden was sublime in its despair. A few murmurs were, how- 
ever, occasionally heard at the steadfastness of the magistrates ; and a 
dead body was placed at the door of the burgomaster, as a silent wit- 
ness against his inflexibility. A party of the more faint-hearted even 
assailed the heroic Adrian Van der Werf * with threats and reproaches 
as he passed along the streets. A crowd had gathered around him as 
he reached a triangular place in the center of the town, into which 
many of the principal streets emptied themselves, and upon one side 
of which stood the Church of St. Pancras. 

There stood the burgomaster, a tall, haggard, imposing figure, with 
dark visage and a tranquil but commanding eye. He waved his 
broad -leaved felt hat for silence, and then exclaimed, in language 
which has been almost literally preserved, " What would ye, my 
friends ? Why do ye murmur that we do not break our vows and 
surrender the city to the Spaniards, — a fate more horrible than the 
agony which she now endures ? I tell you I have made an oath to 
hold the city ; and may God give me strength to keep my oath ! I 
can die but once, whether by your hands, the enemy's, or by the 
hand of Grod. My own fate is indifferent to me ; not so that of the 
city intrusted to my care. I know that we shall starve if not soon 
relieved ; but starvation is preferable to the dishonored death which 
is the only alternative. Your menaces move me not. My life is at 
your disposal. Here is my sword ; plunge it into my breast, and 
divide my flesh among you. Take my body to appease your hunger, 
but expect no surrender so long as I remain alive." 

On the 28th of September a dove flew into the city, bringing a 
letter from Admiral Boisot.f In this despatch the position of the 
fleet at North Aa was described in encouraging terms, and the inhab- 
itants were assured that, in a very few days at furthest, the long- 
expected relief would enter their gates. 

The tempest came to their relief. A violent equinoctial gale, on 
the night of the 1st and 2d of October, came storming from the 
northwest, shifting after a few hours fully eight points, and then 
blowing still more violently from the southwest. The waters of the 
North Sea were piled in vast masses upon the southern coast of Hol- 
land, and then dashed furiously landward, the ocean rising over the 
earth and sweeping with unrestrained power across the ruined dikes. 

* Adrian Van deb. Werf, the burgomaster, or chief magistrate of Leyden. 
t Admiral Bqisoi, £be commander of the Dutch fleet. 



THE INSTITUTE READER. 128 

In the course of twenty-four hours the fleet at North Aa, instead of 
nine inches, had more than two feet of water. 

On it went, sweeping over the broad waters. As they approached 
some shallows which led into the great Mere, the Zeelanders dashed 
into the sea, and with sheer strength shouldered every vessel 
through ! 

It was resolved that a sortie, in conjunction with the operations 
of Boisot, should be made against Lammen* with the earliest dawn. 
Night descended upon the scene, — a pitch-dark night, full of anxiety 
to the Spaniards, to the Armada, to Leyden. Strange sights and 
sounds occurred at different moments to bewilder the anxious senti- 
nels. A long procession of lights issuing from the fort was seen to 
flit across the black face of the waters, in the dead of night ; and the 
whole of the city wall between the Cowgate and the town of Burgun- 
dy fell with a loud crash. The horror-struck citizens thought that 
the Spaniards were upon them at last ; the Spaniards imagined the 
noise to indicate a desperate sortie of the citizens. Everything was 
vague and mysterious. 

Day dawned at length after the feverish night, and the admiral 
prepared for the assault. Within the fortress reigned a death-like 
stillness, which inspired a sickening suspicion. Had the city indeed 
been carried in the night ? Had the massacre already commenced ? 
Had all this labor and audacity been expended in vain ? 

Suddenly a man was descried wading breast-high through the water 
from Lammen towards the fleet, while at the same time one solitary 
"boy was seen to wave his cap from the summit of the fort. After a 
moment of doubt, the happy mystery was solved. The Spaniards had 
fled panic-struck during the darkness. Their position would still have 
enabled them, with firmness, to frustrate the enterprise of the patriots ; 
but the hand of God, which had sent the ocean and the tempest to 
the deliverance of Leyden, had struck her enemies with terror like- 
wise. 

The lights which had been seen moving during the night were, the 
lanterns of the retreating Spaniards ; and the boy who was now waving 
his triumphant signal from the battlements had alone witnessed the 

* Lammen, a fort occupied by the Spaniards, which formed tiie sole remaining obstacle be- 
tween the fleet and the city. It swarmed with soldiers and bristled with cannon ; and so seri- 
ous an impediment did Boisot consider it, that he wrote that very night in desponding term* 
regarding it to the Prince of Orange. 



124 THE INSTITUTE READER. 

spectacle. So confident was lie in the conclusion to which it led him, 
that he had volunteered at daybreak to go thither alone. 

The magistrates, fearing a trap, hesitated for a moment to believe 
the truth, which soon, however, became quite evident. Valdez,* flying 
himself from Leyderdorp, had ordered Colonel Borgia to retire with 
all his troops from Lammen. 

Thus the Spaniards had retreated at the very moment that an extraor- 
dinary accident had laid bare a whole side of the city for their en- 
trance ! The noise of the wall as it fell only inspired them with fresh 
alarm; for they believed that the citizens had sallied forth in the 
darkness to aid the advancing flood in the work of destruction. 

All obstacles being now removed, the fleet of Boisot swept by 
Lammen, and entered the city on the morning of the 3d of October. 
Leyden was relieved ! 

THE HERO OF THE DUTCH REPUBLIC. 

No man — not even Washington — has ever been inspired by a 
purer patriotism than that of William of Orange. Whether original- 
ly of a timid temperament or not, he was certainly possessed of perfect 
courage at last. In siege and battle, in the deadly air of pestilential 
cities, in the long exhaustion of mind and body which comes from 
unduly protracted labor and anxiety, amid the countless conspiracies 
of assassins, he was daily exposed to death in every shape. Within 
two years five different attempts against his life had been discovered. 
Eank and fortune were offered to any malefactor who would compass 
the murder. He had already been shot through the head, and almost 
mortally wounded. He went through life bearing the load of a peo- 
ple's sorrows upon his shoulders with a smiling face. Their name was 
the last word upon his lips, save the simple affirmative with which the 
soldier who had been battling for the right all his lifetime commended 
his soul, in dying, " to the great Captain, Christ." The people were 
grateful and affectionate, for they trusted the character of their " Fa- 
ther William," and not all the clouds which calumny could collect 
ever dimmed to their eyes the radiance of that lofty mind to which 
they were accustomed, in their darkest calamities, to look for light. 
As long as he lived he was the guiding-star of a whole brave nation, 
and when he died the little children cried in the streets. 

* Valdez, the Spanish commander. His head-quarters were at Leyderdorp, a mile and a half 
to the right of Lammen. 



NOTES ON WOEK FROM LITEEAEY EEADEE, 



In the study of these selections from the Literary Reader, use the same 
outline as given for the study of the Fifth Reader, with the following 
additional heads : 

OUTLINE OF BIOGRAPHY. 

1. State the name in full. 

2. Name the age in which he lived. 

3. Study his childhood. 

4. His education. 

5. Profession. 

n „ r . . ( Prose. 

6. WntmgB. j poetry> 

7. Character. 

8. Most noted contemporaries. 

9 Give quotation from some one of his works, designating which one. 

Do not consider this study of the author's life as of more importance 
than the selection. 

What Shakespeare wrote is of more importance to us than when he 
lived. Yet it is the prevailing error in teaching English Literature to 
study the life of the author and read his icritings. This order should be 
reversed. 

40. Require the pupils to prepare a brief analysis of the thought 
contained in the given selection, so as to bring into prominence the 
framework of its structure. In this way the pupil will be led to see 
more clearly the ornament and finish in the style of an author. 

These briefs should be written in a note-book kept for the purpose, 
and should be somewhat like the following : 

BRIEF ANALYSIS OP THANATOPSIS. 

1. Nature speaks in various ways to those who commune with 
her in love. 

125 



126 THE INSTITUTE READER. 

2. Her voice heightens their joys and lessens their sorrow and gloom. 

3. When ominous thoughts of death and the hereafter come over us, 
the author commands us to go forth and list to nature's teachings. 

4. Nature's voice as thus heard teaches — 
a. That life is short. 

5. That the change we shall undergo in the grave will be complete. 

c. That we shall have grand company in our final resting-place. 

d. That the adornings of the couch will be magnificent. 

e. That vast tribes already are sleeping in the bosom of mother earth. 
/. That our final rest shall be as theirs. 

g. That those who come after us, through all the ages, must return to 
the dust from whence they sprang, the same as we. 

h. That we should so live that, when death knocks at the portal of 
our earthly tabernacle, we may go forth calmly to take our place in the 
house appointed for all the living. 

After the pupils have prepared their briefs, the teacher will test their 
accuracy by calling on them to read that part of the selection which 
expresses the different points, thus : Read the part that brings out point 
d, point g, etc., until the whole brief is tested and the framework of the 
selection is well in mind. 

41. Require pupils to prepare a list of terms used by the author for 
the same idea. Thus in this selection the author uses : 1, the grave ; 
2, the narrow house ; 3, the great tomb ; 4, sad abodes of death ; 
5, pale realms of shade ; 6, silent halls of death — to designate the same 
conception. 

Terms used by other authors may also be called for in connection 
with the terms used by the author under consideration. 

42. Require these lists to be written in the note-book and preserved 
for reference. In this way pupils will cultivate taste in the beautiful 
expression of thoughts. 

43. Question closely as to all the points applicable in the Outline of 
Study, thus: 

1. What is said of nature in 2d and 3d lines ? 

2. To whom ? 

3. What is it to hold communion ? 

4. Why visible forms ? 

5. Is Nature personified ? 

6. What is personification ? 

7. Difference between various and varied ? 

8. What has Nature for his gayer hours ? 

9. Is glides a forcible word ? Why ? 

10. Explain the figure used by saying " she glides and steals" etc. 

11. Why called bitter hourl 



THE INSTITUTE READER. 127 

12. What is a blight ? 

13. Exact meaning of images ? 

14. Meaning of stern agony ? 

15. Why breathless darkness ? 

16. Read where Nature's voice reminds us that life is short. 

17. What figure is used in " Earth that nourished thee," etc. ? 

18. What words express the completeness of the change our bodies 
shall undergo in the tomb ? 

19. Meaning of " Shall claim thy growth ? " 

20. Why sluggish clod and not stupid clod ? 

Etc., etc. 

44. Require each pupil to select that author whose works best please 
him, and after studying the selections as directed in the outline, call on 
him to state in writing why he selected that author rather than some 
other, and also what portions of the author's works seem to him to con- 
tain the best thoughts, or thoughts most elegantly expressed. 

In this way the pupil's judgment on literature will be constantly 
ealled into action, and growth is the result. 

A pleasant and profitable exercise, and one that gives variety to the 
work, is to have the pupils count the words of Saxon or Latin origin, and 
estimate the per cent, they are of the whole in any given number of lines 

Cathc art's Literary Reader, from which our selections have beer- 
taken, contains the lives of sixty-five of our best authors, English and 
American, arranged chronologically, with specimens of their writings. 
It is a vade mecum for any teacher who desires to be acquainted with the 
lives and thoughts of those men whose words will live alway. 



;< Fully and handsomely illustrated ; surpassing all others in excel- 
lence of manufacture \ g?'adation and cheapness." 



The American Educational Series 

OF 

New Graded Readers 



An ENTIRELY NEW SERIES, in Five Books, embrac- 
ing many new features ; compiled by several eminent educators who have ac- 
quired by a li.e-long experience in the work of elementary education a famili- 
arity with the wants of pupils and teachers in this department of instruction. 

Of the dozen or more series of Readers in use in the Public schools of New 
York City, the New Graded are more used than all the others combined. 
They are more extensively used, generally, than any other series that have 
been issued within the past TEN years. They were adopted in June, 1878, for 
exclusive use in the Public Schools of the City of Baltimore, upon a report of 
the Text- Book Committee of the Board of Education, from which the following 
is an extract : 

14 After considering with great care, and for a period of nearly two years 
past, the several series of Readers submitted for their examination, they have 
come to the conclusion, with entire unanimity, that the Educational Series of 
New Graded Readers, published by Messrs. Ivison, Blakeman, Taylor & Co., 
seems to combine a greater number of merits and advantages than any other 
series which the committee have sesn." 

After one term's use, the high commendation of the Committee was em- 
phasized by the following from the City Superintendent Shepherd, dated March 
31st, 1879 = 

" Your Readers give general and decided satisfaction in Baltimore. I test 
them very frequently in my visits to our Schools, and with very satisfactory 
results. The introduction of a Reader with us has some significance ; it is not 
merely placed upon a list to be used at discretion, but every pupil in the grades 
into which it has been introduced, has and uses the series." 



Cathcarts Literary Reader. 

TYPICAL SELECTIONS 

from the Best Authors, with Biographical and Critical Sketches, and 

numerous notes. Cloth. 438 pages. 

*** The above may be had, as a rule, from any bookseller, but when not 
thus obtainable, we will supply them at liberal rates, free of transportation, 

Descriptive circulars and price lists on application. The most liberal terms 
for introduction, exchange and examination. 

Ivison, Blakeman, Tayloe & Co., 

Publishers, 
New York and Chicago. 



"As Familiar to the Schools of the United States as 
Household Words. 



Robinson's Progressive Course 



OF 



MATHEMATICS. 



-•>♦< 



ROBINSON'S PROGRESSIVE COURSE 
OF MATHEMATICS, being the most complete and scientific 
course of Mathematical Text-books published, is more extensively used in 
the Schools and Educational Institutions of the United States than any 
compeing series. 

In its preparation two objects were kept constantly in view : First, to 
furnish a full and complete Series of Text-Books, which should be sufficient 
to give the pupil a thorough and practical business education ; Second, to 
secure that intellectual culture without which the mere acquisition of book 
knowledge is almost worthless. 

All the improvements of the best modern Text-Books, as well as many 
new and original methods, and practical operations not found in other sim- 
ilar works, have been incorporated into these books, and no labor or ex- 
pense has been spared to give to the public a clear, scientific, comprehen- 
sive and complete system, not incumbered with unnecessary theories, but 
combining and systematizing real improvements of a practical and useful 
kind. 



Robinson s Shorter Course. 

In order to meet a demand from many quarters for a Series of Arith- 
metics, few in number and comprehensive in character, we have published 
the above course, in TWO books, in which Oral and Written Arithmetic is 
combined. These books have met with very great popularity, having been 
introduced into several of the largest cities in the United States. They are 
unusually handsome in get-up, and are substantially bound in cloth. 

*** Descriptive Circulars and Price Lists will be forwarded to Teach- 
ers and Educationists on application. The 7iiost liberal terms will be made 
for introduction, exchange and examination. 

IYISON, BLAKEMAN, TAYLOR & CO., 

PUBLISHERS, 

New York and Chicago. 



u Real Swan Quill Action" 
The Celebrated Double Elastic 

Spencerian Steel Pens. 



"J^HE ATTENTION OF TEACHERS, SCHOOL 

Officers, and others, is called to the superior adaptability of the Spen- 
cerian Steel Pens to School use, possessing, as they do, the important peculiar- 
ities of 



Durability, Elasticity, and Evenness of Point. 



They are made by the best workmen in Europe, and of the best materials, 
and are selected with the utmost care. 

These Pens are used very largely in the Schools of the United States ; al- 
most entirely by the Commercial Colleges, and are especially commended by 
Professional Penmen and Pe i Artists. So popular have they become 
that of the 

well-known JVo. I MOre t k(in 8,000,000 are annually sold. 

The Spencerian Pens are comprised in twenty numbers, differing in flex- 
ibility and fineness of point. 



We are also the Sole Agents for the United States for 

Perry & Ccvs Steel Pens, 

which, in connection with our SPENCERIAN brand, gives us the control of 
the largest variety and test line of Steel Pens of any house in this country ; this 
being particularly true respecting quality and adaptation for 

I 



SCHOOL PURPOSES. 



*** Parents^ Teachers and Scholars zuho way ivish to try these Pcns^ and 
who may not be able to obtain them through the trade, can receive a Card of 
Samples of the Spencerian by remitting to us 25 cents ; and the same amount, 
for a box of Samples of the Perry Pens. 

Ivison, Blakeman, Tayloe & Co., 

New York and Chicago. 



Approved Text-Books 

FOR 

HIGH _8CHOOL8. 

THERE are no text-books that require in their preparation so much 
practical scholarship, combined with the teacher's experience, as 
those compiled for use in High Schools, Seminaries and Colleges. The 
treatment must be succinct yet thorough ; accuracy of statement, clearness 
of expression, and scientific gradation are indispensable. We have no 
special claims to make for our list on the score of the Ancient Classics, but 
in the modern languages, French, German and Spanish, in Botany, Geol- 
ogy, Chemistry and Astronomy, and the Higher Mathematics, Moral and 
Mental Science, etc., etc., we challenge comparison with any competing 
books. Many of them are known to all scholars, and are reprinted abroad, 
while others have enjoyed a National reputation for many years. 

WOODBURY'S GERMAN COURSE. Comprising a full series, from 
"The Easy Lessons" to the most advanced manuals. 

FASQUELLE'S FRENCH COURSE. On the plan of Woodbury's 
Method ; also a complete series. 

MIXERS MANUAL OF FRENCH POETRY. 

LANGUELLIER & MONSANTO' S FRENCH GRAMMAR. 

HENNEQUIN'S FRENCH VERBS. 

3I0NSANTCS FRENCH STUDENTS ASSISTANT. 

MONSANTO & LANGUELLIER' S SPANISH GRAMMAR. 

GRAY'S BOTANICAL SERIES. 

DANA'S WORKS ON GEOLOGY. 

ELIOT & STORER'S CHEMISTRY. 

ROBINSON'S HIGHER MATHEMATICS. 

SWINTON'S OUTLINES OF HISTORY. 

WILLSON'S OUTLINES OF HISTORY. 

CATHCARTS LITERARY READER. 

HICKOK'S WORKS ON METAPHYSICS. 

HUNT'S LITERATURE OF THE ENGLISH LANGUAGE. 

WELLS' WORKS ON NATURAL SCIENCE. 

KERL'S COMPREHENSIVE ENGLISH GRAMMAR. 

WEBSTER'S ACADEMIC DICTIONARY. 

TOWNSEND'S CIVIL GOVERNMENT. 

WHITE'S DRAWING. 

TAYLOR-KUHNER'S GREEK GRAMMAR. 

KIDDLE'S ASTR0N03IY. 

SWINTON'S COMPLETE GEOGRAPHY. Etc. Etc. 



*** Descriptive Circulars and Pi ice Lists will be sent to Teachers and 
Educationists on application. Liberal terms will be made for introduction, 
exchange and examination. 

IVISON. 8LAKEMAN, TAYLOR & CO., Publishers, 

NEW YORK and CHICAGO. 



A GOLD MEDAL was awarded to Professor S WIN TON at the Tar is 

Exposition of 1878, as an author of School Text-Books, he being 

the only American A uthor thus highly honored. 



Standard Text-Books 

By 

Professor Swinton. 

SWINTON'S WORD-BOOK SERIES. The only perfectly 
graded Series of Spellers ever made, and the cheapest in the market. In 
use in more than 10,000 Schools. 

Word Primer. A Beginner's Book in Oral and Written Spelling. 96 pp. 
Word-Book of Spelling, Oral and Written. Designed to attain 

practical results in the acquisition of the ordinary English vocabulary, 

and to serve as an introduction to Word Analysis. 154 pages. 
Word Analysis, A Graded Glass-book of English Derivative Words, 

with practical exercises in Spelling, Analyzing, Defining, Synonyms, 

and the Use of Words. 1 vol. 128 pages. 

SWINTON'S HISTORIES. These books have attained great 
popularity. A new edition of the " Condensed " has just been issued, in 
which the work has been brought down to the present time, and six colored 
maps have been added. 

Primary History of U, S. First Lessons in our Country's History, 
bringing out the salient points, and aiming to combine simplicity with 
sense. 1 vol. square, fully illustrated. 
Condensed School History of U. S. A Condensed School His- 
tory of the United States, constructed for definite results in Recitation, 
and containing a new method of Topical Reviews. New edition, 
brought down to the present time. Illustrated with Maps, many of 
which are colored, Portraits and Illustrations. 1 vol. cloth. 300 pages. 
Outlines of the World's History. Ancient, Mediaeval and 
Modern, with special reference to the History of Mankind. A most 
excellent work for the proper introduction of youth into the study of 
General History. 1 vol., with numerous maps and illustrations. 500 
pages, i2mo. 

SWINTON'S GEOGRAPHICAL COURSE. The famous 
"two book series," the freshest, best graded, most beautiful and cheapest 
Geographical Course ever published. Of the large cities that have adopted 
Swinton's Geographies, we mention Washington, D. C, Rochester, N. Y., 
Troy, N. Y. y Brooklyn, N.Y., New York City, Kingston, N.Y., Augusta, 
Me., Charleston, S. C , Lancaster, Pa., W t illiamsport, Pa., Macon, Ga. 
In round numbers, they have been adopted in more than 1,000 Cities 
and Towns in all parts of the country, and have, with marked preference, 
been made the basis of Professional Training in the Leading Normal 
Schools of the United States. 

Elementary Course in Geography. Designed as a class-book 
for primary and intermediate grades ; and as a complete Shorter Course 
for ungraded schools. 128 pages, 8vo. 

Complete Course in Geography, Physical, Industrial and Polit- 
ical; with a special Geography for each State in the Union. Designed 
as a class-book for intermediate and grammar grades. 136 pages, 4to. 

The Maps in both books possess novel features of the highest practi- 
cal value in education. 
SWINTON'S RAMBLES AMONG WORDS; Their Poetry, 

History and Wisdom. A Standard Work to all who love the riches of the English Language. By 
William Swinton, M.A. Handsomely bound in flexible cloth and marbled edges. 302 pages. 

*** The above may be had, as a rule, from any bookseller ; but when not thus obtainable, we 
will supply them, transportation paid, at liberal rates. Descr ptive Circulars and Price Lists will 
be sent on application. 

Very liberal terms for introduction, exchange and examination. 

IVISON, BLAKEMAN, TAYLOR & CO., Publishers, 

NEW YORK and CHICAGO. 



WEBSTER'S 

DICTIONARIES. 



UNABRIDGED QUARTO, NEW EDITION. 1928 Pages, 3000 
Engravings. Over 4G00 New Words and Meanings. Biographi- 
cal Dictionary of over 9700 Names. 

NATIONAL PICTORIAL, OCTAVO. 1040 Pages, 600 Illustrations. 

COUNTING-HOUSE DICTIONARY. With Illustrations. 

ACADEMIC QUARTO. 384 Illustrations. 

HIGH SCHOOL DICTIONARY. 297 Illustrations. 

COMMON SCHOOL DICTIONARY. 274 Illustrations. 

PRIMARY SCHOOL DICTIONARY. 204 Illustrations. 

POCKET DICTIONARY. With Illustrations. 



WEBSTER IS THE STANDARD FOR the English 

LANGUAGE, as is evidenced by the testimony of representative British 
and American Scholars and Writers. 

THE SAIjE in this country is more than 20 times larger than 
that of any other Dictionaries, proof of which will be sent to any one on 
application. 

WEBSTER /S THE AUTHORITY IN THE GOVERNMENT 
PRINTING OFFICE at Washington, and at THE U. S. MILITARY 
A CA DEM Y, WES T POIN T. 



WARMLY recommended by 
Bancroft, Prescott, Mot- 
ley, Geo. P. Marsh, Halleck, 
Whittier, Willis, Saxe, Elihu 
Burritt, Daniel Webster, Rufus 
Choate, H. Coleridge, Smart, 
Horace Mann, Presidents Wool- 
sey, Wayland. Hopkins, Nott, 
Walker, Anderson [more than 



d rf^HE best practical English Dictionary ex- 
Jl tant." — London Quarterly Review, Octo- 
ber, 1873. 

ii X HAVE looked, so that T might not grow 
J_ wrong, at Webster's Dictionary, a work 
of the greatest learning, research and ability." — 
Lord Chief Justick of England, 1863. 
tt mHE Courts look to i t as of the highest au- 
I thority in al 1 questions of definition."— 
Chief Justice Waite, U. S. Supreme Court. 



FIFTY College Presidents in i a TT has received the highest commendations 

all], and the best American and i- intheCourtsofEngland,anditsdefinitions 

TTiirAnnan Q^Virvlot-o have been universally followed in the Courts of th is 

European SCnOiarS. J country. »—A Ibany Law Journal, July 10, 1875. 

Indorsed by State Superintendents of Schools in 85 States. 

More than 32,000 copies of Webster's Unabridged have been placed 
in as many Public Schools in the United States, by State enactments or 
School Officers. 

(pP" 3 More than Ten Millions of volumes of School Books are an- 
nually published in the United States, recognizing Webster as their gen- 
eral standard of orthography, while not a single school book publishing 
house in the country, as far as we are aware, lias ever publicly 
recognized any other Dictionary than Webster as its 
standard of orthography, with the single exception of the 
publis ers of another Dictionary. — While in Etymology, Definitions, Illus- 
trations, &c, Webster stands unrivaled and alone. 

%*&~ Full descriptive circulars, showing superiority of Webster in 
Etymology, Definitions, Illustrative Citations, Orthog- 
raphy, Pronunciation, Synonyms, Pictorial Illustra- 
tions, Useful Tables, etc., etc., ivillbe sent by application to the Pub- 
Ushers or their Agents. 

JTISON, BLAKEMAN, TAYLOR & CO., 

New York and Chicago. 






THE 



gTAJTOABB 



Deneenan 



D 



enmanshm 



NEW, REVISED AND CORRECTED EDITION. 

With Extra Heavy Covers, the Paper having been made Especially for these Books. 

The Spencerian Penmanship was first published in 1848, and has main- 
tained from the first a standard position. It claims to be more practical, more 
thorough and more original than any other system of writing" published, and 
especially commends itself over other systems as superior in its simple and 
easily comprehended Analysis and Method ; in its systematically and progress- 
ively arranged Copies; in the beauty and simplicity of its Style ; in its plan of 
Huling; whereby correct slanting and proper spacing are obtained; and in its 
Movement Exercises^ which readily enable the pupil to become a rapid and easy 
writer. 

The Spencerian is the accredited source from which the best penmen of the 
country have derived their knowledge and skill in the art of writing. It is used 
in more Normal Schools and Business Colleges than all other systems combined ; 
and it is more generally used throughout the United States and Canada than 
any other system. 

"WIHIIT IE' S 




COMPRISING 



The Art Studies and the Industrial Drawing, 

THE LATTER HAVING BEEN JUST PUBLISHED. 

The general purpose in the preparation of the Industrial Series has been to 
avoid any waste of time over such points of study as are easily understood, or are 
of minor importance and to dwell more earnestly upon those that require the 
greater attention of the pupil to familiarize him with their principles, and which 
will most surely lead to useful results. 

The device of using dots as guide-points, which Mr. White introduces so- 
successfully in his Art Studies, has been elaborated in the present Course, so 
that it has now become one of the most valuable practical features to be found 
in any system of Drawing, and being patented, it can be found in no other. 

***Descriptive Circulars and Price Lists will be sent to Teachers and Educa- 
tionists on application. The most liberal terms will be made for introduction, 
exchange and examination. 

IVISON, BLAKEMAN, TAYLOR & CO., 

PUBLISHERS, 



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The American Educational Series 



OF 



School 11 College Text-Books, 

AT THE PARIS EXPOSITION OF 1878. 



The publications thus highly honored, comprise, among 
others, the following Standard Series : 

SANDERS' UNION READERS AND SPELLERS. 

THE NEW GRADED READERS. 
ROBINSON'S MATHEMATICS, 
SWINTON'S GEOGRAPHIES. 

WEBSTER'S DICTIONARIES. 
SPENCERIAN COPY BOOKS. 
SWINTON'S WORD-BOOK SERIES. 
KERLS GRAMMARS. 
S WIN TON'S HISTORIES. 

WHITE'S DRAWING. 
DANA'S GEOLOGY. 
GRAY'S BOTANY. 
BRYANT &* STRATTON'S BOOK-KEEPING. 

WOODBURY'S GERMAN COURSE. 
FASQUELLE'S FRENCH COURSE. 

WELLS' SCIENCE BOOKS. 
LOO MIS' MUSIC BOOKS. 

TOWNSEND'S CIVIL GOVERNMENT. 
HICKOK'S WORKS ON METAPHYSICS. 

*** Catalogues, Descriptive Circulars, and Price Lists will be sent to Teachers 
and Educationists on application. The most liberal terms will be made for introduc- 
tion, exchange and examination. 

I vi son, Blakeman, Taylor & Co., 

PUBLISHERS, 
NEW YORK AND CHICAGO. 



